'A damn sight more sensitivity': Gender and parent-school engagement during post-separation family transitions

Sue Okerson SALTMARSH, Eseta TUALAULELEI, Kay AYRE

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

This paper considers the importance parents place on engaging with children's schools following the dissolution of parental intimate partner relationships. These periods of family transition typically involve many changes to everyday life, and can be complicated by tensions, disputes and competing agendas between parties. During such times, school staff may be unaware of family circumstances, uncomfortable about being privy to what many consider private matters, or unsure of their responsibilities based on the information available to them. For parents, however, the link between home and school can be a critical aspect of maintaining community connections and supporting children's learning and wellbeing during a time of personal and family upheaval. Here we draw on in-depth interviews with four Australian parents, whose experiences highlight how gendered norms and assumptions that underpin everyday school activities and practices can create exclusions and additional demands for families in need of sensitivity, safety and support. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
JournalGender and Education
Early online dateMar 2021
DOIs
Publication statusE-pub ahead of print - Mar 2021

Citation

Saltmarsh, S., Tualaulelei, E., & Ayre, K. (2021). 'A damn sight more sensitivity': Gender and parent-school engagement during post-separation family transitions. Gender and Education. Advance online publication. doi: 10.1080/09540253.2021.1902483

Keywords

  • Parent-school engagement
  • Parental relationship dissolution
  • Family transitions
  • Heteronormativity
  • Family violence
  • Coercion of organisational networks

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