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Transition (reintegration) out from hospital school
Authors
Date
2025
Educational Level
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research study explores the transition process of students moving from a hospital school to mainstream or specialised educational settings. Both staff and parents/carers have emphasised that the mindset of students and their guardians significantly influences reintegration.
Aims: The primary objective of the research is to identify factors that affect the reintegration of students discharged from the hospital school to other educational institutions. The study aims to gather insights from both staff and parents/carers to inform a deeper understanding of these influencing factors.
Methods: The study employs an action research framework, consisting of two cycles. Each cycle includes planning, execution, and review phases. Surveys and questionnaires were administered to staff and parents/carers to collect qualitative and quantitative data regarding their perspectives on the reintegration process and the effectiveness of support provided during this transition.
Findings: Initial findings indicate that perceptions of readiness for reintegration vary among stakeholders. The current 18-week review process has been questioned for its adequacy in preparing students for mainstream settings. Both staff and parents/carers noted that a lack of available alternative placements could hinder successful transitions. Additionally, the age at which a student begins their time at the hospital school was highlighted as a potentially influential factor.
Implications: The study suggests that educators and policymakers may gain valuable insights into the intricate dynamics influencing school reintegration for students with special educational needs and disabilities. The findings highlight the need for improved collaboration between hospital schools, families, and mainstream settings. Future efforts should focus on fostering positive mindsets, strengthening relationships, and enhancing mainstream school readiness. Further research involving receiving schools and student voices is recommended to inform inclusive reintegration practices.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), hospital school, transition, reintegration, collaboration