Citation

Wilson HM, Gaskell SL, Murray CD. Burns 2014; 40(7): 1345-1352.

Affiliation

Lancaster University, Bailrigg, Lancaster, United Kingdom.

Copyright

(Copyright © 2014, Elsevier Publishing)

DOI

10.1016/j.burns.2014.01.012

PMID

24553195

Abstract

School reintegration programmes provide support to both children absent from school as a result of a serious health problem and their teachers, but little is known regarding their efficacy, or the impact of the situation on teachers. This qualitative study explored the experience of primary school teachers who were involved in a school reintegration programme, following a burn injury to a child in their class. Data was collected using semi-structured interviews with four primary school teachers. Transcripts were analysed using interpretative phenomenological analysis. The findings indicated that participants were positive regarding the programme, but detailed aspects which could be improved, for example better communication before the child's return. They discussed their fears and concerns, including a strong need to protect the child from further harm. Implications of this study include the need to provide adequate support to teachers in similar positions, and further develop school reintegration programmes to best facilitate the child's return to school.

Language: en