Reading groups as art-based support for siblings of children with complex care needs

This study explores the experiences of secondary pupils who participated in reading groups using short stories focusing on challenges faced by siblings of children with complex care needs. These siblings often receive limited support and may face mental health difficulties. Reading groups have the potential to improve mental health as well as increase empathy and enhance understanding among these siblings’ school peers. The study utilized focus groups as the primary method of collecting data. Using reflexive thematic analysis, the authors identified an overarching theme: ‘Words build bridges: Reading groups can enhance relationships and understanding of oneself and others’, with two subthemes: reading groups enhance awareness of how it feels to be a sibling and reading groups touch feelings and foster togetherness. The findings highlight the potential of reading groups to foster discussion and promote peer understanding of the experiences of these siblings and enhance class unity by engaging all pupils.