Continuing Education in Irish Hospital Schools: Provision for and Challenges for Teachers

Abstract

This qualitative research study examined the educational provision for children with medical needs in Irish hospital schools using a case study approach encompassing the perspectives and experiences of 12 teachers currently teaching in two paediatric hospital schools. Document analysis and semi-structured interviews were employed across two research sites, which included a review of each school’s whole-school evaluation, enrolment policy, school improvement plan, database, and school website, to compile information to inform each case study. Scrutiny of the documentation also assisted in the formation of the interview questions used in the semi-structured interviews. Thematic analysis was conducted on the data collated, and four key themes were identified. The findings revealed that participating hospital teachers employ a variety of individual and collaborative practices to prepare for and deliver education to hospitalised students. The research illuminated the routine of planning for a child’s education, comprising a process of information gathering and recording, multi-disciplinary collaboration, and engagement strategies. Hospital teachers reported the emotional aspect of their role as the biggest challenge they experience, while time constraints, teaching across a variety of class levels and needs, and a lack of recognition of the parameters within they must operate were further challenges identified.

Keywords

• hospital schools
• peripatetic teachers
• paediatric hospital
• hospitalised child