‘A damn sight more sensitivity’: gender and parent-school engagement during post-separation family transitions

ABSTRACT

This paper considers the importance parents place on engaging with children’s schools following the dissolution of parental intimate partner relationships. These periods of family transition typically involve many changes to everyday life, and can be complicated by tensions, disputes and competing agendas between parties. During such times, school staff may be unaware of family circumstances, uncomfortable about being privy to what many consider private matters, or unsure of their responsibilities based on the information available to them. For parents, however, the link between home and school can be a critical aspect of maintaining community connections and supporting children’s learning and wellbeing during a time of personal and family upheaval. Here we draw on in-depth interviews with four Australian parents, whose experiences highlight how gendered norms and assumptions that underpin everyday school activities and practices can create exclusions and additional demands for families in need of sensitivity, safety and support.

KEYWORDS:

• Parent-school engagement
• parental relationship dissolution
• family transitions
• heteronormativity
• family violence
• coercion of organisational networks

Acknowledgements

The research team appreciates and acknowledges with respect and gratitude the willingness of participants to share their personal and family experiences for the purposes of research that aims to promote better understandings of how schools can make a difference in the lives of children and their families. We also acknowledge with great appreciation the following partner organisations that have actively promoted the study and supported the dissemination of findings: Australian Council of State School Organisations, Catholic School Parents Australia and Australian Parents Council.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Here, as in other publications arising from this study, we use the term ‘family violence’ in line with guidance from the Royal Australian College of General Practitioners (RACGP). The term encompasses a range of other terms such as domestic violence, intimate partner abuse and child abuse, and includes ‘any violence or abuse that is occurring within a family’ (RACGP, 2014, 2). Family violence may include some, or all, of the following: physical abuse, emotional abuse, child sexual abuse, adult sexual abuse, economic abuse, social abuse, or neglect, all of which ‘involve an abuse of power’ (RACGP, 2014, 3).

2 This study was approved by and conducted in accordance with the requirements of the Human Research Ethics Committee, University of Southern Queensland, [H18REA239].

3 [To be provided upon manuscript acceptance.]

4 Pseudonyms are used for all names of individuals, schools and cities/towns.

5 The term ‘Protection Orders’ is used here, as in other publications arising from this study, reflecting the nomenclature in the state in which the research obtained university ethics approval. The use of this term should not be taken as an indication of the location of participants prior to, during or after the events described in this article.

Additional information

Funding

This work was supported by The Education University of Hong Kong: [grant number 04612].

Notes on contributors

Sue Saltmarsh

Sue Saltmarsh is Professor, Department of Early Childhood Education at the Education University of Hong Kong. Her interdisciplinary research is informed by cultural and poststructural theory, and concerns the intersection of policy, education and everyday life. She has conducted numerous studies concerning connections between childhood, organisational cultures and parent-school relationships.

Eseta Tualaulelei

Eseta Tualaulelei is a lecturer in Education. She teaches and conducts research in intercultural communication, multicultural education and teacher professional development. Collaborating with educational and community organisations, she aims to find ways to improve the educational experiences of culturally and linguistically diverse learners and their families.

Kay Ayre

Kay Ayre is a lecturer in Early Childhood Studies in the School of Education at Edith Cowan University, Western Australia. She has a background in early years teaching and behaviour support. Her research interests are in children’s behaviour, positive behaviour support and trauma-informed practice.