The Accidental Hub: exploring English primary schools’ response to family needs and public policy within the shifting landscape of child protection and wellbeing

Abstract

Current English policy for child protection and promoting children’s wellbeing (child safeguarding) has placed increased emphasis on schools. Our study investigated how four English primary schools with attached nurseries (ages < 11) in deprived communities are supporting families. Our findings illuminate the geographies and pressure points of school-based family support and the significance of this for schools, their multi agency partners and government departments, with potential learning for international observers facing similar challenges to the UK. We worked with our participant steering group to co-design seven focus groups and collected data and reflective diaries from class teachers, pastoral (welfare) staff, senior leaders, and headteachers (N = 24). Data described schools playing an extensive role in supporting parents with mental health, domestic abuse, housing issues and community conflict. It also revealed some strained relationships with parents, with strong language reflecting perceived aggression. Despite their clear resolution to support families, participants perceived the demand as beyond reasonable expectations, stating this currently overwhelms aspects of learning and teaching. They argue such demands reflect an absence of community services in a context of increasing need, and that consequently schools have become an ‘accidental hub’ for family support. Our findings are timely in light of emerging and renewed UK Government policy regarding the profile of schools in safeguarding practice.