‘We’re working together for the same goals’: A patient and public involvement study of collaboration between school staff, parents and speech and language therapists

Collaboration between teaching staff and speech and language therapists (SLTs) working with children with speech, language and communication needs (SLCN) in mainstream schools, and their parents/carers, is vital to ensure best outcomes for children with SLCN. There is a lack of research from the United Kingdom in this area, including the individual socio-relational factors which have an impact on collaboration. There is also a lack of research combining all stakeholders’ views and experiences, and involving stakeholders in the research process. This two-stage patient and public involvement (PPI) work aimed to gather information about which socio-relational factors are important to those supporting children with SLCN within their collaborative working, in order to inform the focus of a planned programme of research into optimising this aspect of professional practice. The first stage was carried out by an SLT, a teacher who is also qualified as a special educational needs co-ordinator (SENCO), a teaching assistant (TA) and two parents of children with SLCN. This group of co-researchers designed, carried out, analysed and supported dissemination of the results of a wider set of advisory PPI interviews and focus groups with mainstream primary school teachers, TAs, SENCOs, SLTs, and parents/carers of children with SLCN. Codebook thematic analysis of the focus group and interview data identified four themes: ‘ communication and accessibility ’, ’ relationships and being understood ’, ‘ expectations and expertise ’ and ‘ beliefs about responsibility for SLCN support ’. These themes provide directions for a planned programme of research exploring inter-personal factors influencing collaboration, ensuring future research is grounded in PPI.