Hearing the educational experiences of primary-aged children from Army families: An interpretative phenomenological analysis

Aim(s): With most existing studies focusing on parental or teacher perspectives, this novel research directly explores the educational experiences of primary-aged children who have a parent in the British Army. These children navigate the distinctive challenges of frequent relocations and parental deployments, which subsequently influence their educational journeys. Despite United Kingdom (UK) guidance and legislation highlighting additional support available in school for this group of children to mitigate against such challenges, their lived experiences remain an underrepresented area within academic research. Method/Rationale: Children’s educational experiences were explored using Interpretative Phenomenological Analysis. Data collection took place in 2022 with four primary-aged children from Army families who each participated in one semi-structured interview. Data was analysed in accordance with the six-stage process recommended by Smith et al. (2022). Findings: Participants held a perception their educational experiences were the same as other children but were aware of unique military challenges and how they could be viewed positively and negatively. This encompassed the positives of making new friends upon relocation and feeling welcomed and accepted by others, as well as the negatives of when friends are left behind or when friends leave them. The concept of ‘being left behind’ introduces a new perspective in mobility research by shifting analytical attention from individuals who relocate to those who remain. Limitations: Only one interview was conducted per participant representing a fixed point in their life and did not determine how perceptions may change with potential future stressors, such as parental deployment or Army-related mobility, or throughout the current school year. Conclusions: The findings add to the limited body of research exploring the educational experiences of children who have a parent in the Army within the UK, and highlights where educational psychology practice can be developed to better support educational experience for these children.