School staffs’ experiences of supporting children with school attendance difficulties in primary school: a qualitative study

Figures & data

Table 1. Participant and associated school demographic information

Participant pseudonym (Gender)	Current job role	Years’ schooling experience	Age group (years)	Number of pupils enrolled	Type of school	Location	School attendance figure at time of participation
Mark* (M)	Yr 3 & 4 class teacher (NQT)	1	20–29	227	CofE primary, mainstream	Rural town and fringe	97.3%
Gemma* (F)	Yr 5 class teacher (NQT)	0.75	20–29	227	CofE primary, mainstream	Rural town and fringe	97.3%
Becky (F)	Yr 4 class teacher	2	20–29	42	Primary Academy, mainstream	Rural village	97.5%
Helen (F)	Assistant Headteacher/ SENCO	11	40–49	215	Community, mainstream	Urban city and town	95.4%
Jo (F)	Primary Lead (oversees education for children aged 7–11)	28	50–59	78	Non-maintained day & residential special school (ages 7–18)	Urban city and town	86.5%
Zoe (F)	Specialist Teaching Assistant	8	40–49	652	Community, mainstream	Urban city and town	94.4%
Caroline (F)	Deputy Headteacher	12	30–39	580	Academy-Converter, Mainstream	Urban major conurbation	95.8%
Paula (F)	KS1 coordinator; Foundation Stage/Year 1 class teacher	24	40–49	138	CofE, mainstream	Rural village	96.5%

M = male. F = female. NQT = Newly Qualified Teacher (qualified within the last year). SENCO = Special Educational Needs Co-ordinator. Note. Participants marked with an asterisk* are from the same school.

Figure 1. Thematic map showing superordinate themes and subthemes identified from analysis. Subthemes (small circles) are arranged to adjoin with their respective superordinate theme (large circles).