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Obsessive Compulsive Disorder (OCD) has negative impacts on affected preadolescent children; however, little is known about parents' experiences of parenting a preadolescent child with OCD, and limited provision exists to help parents to support their children. This study aimed to explore parents' experiences of parenting a preadolescent child with OCD using semi-structured, qualitative interviews to inform the development of such provision. Twenty-two parents (15 mothers; 7 fathers) of 16 children (7- to 14-years-old) who had experienced OCD were interviewed. Reflexive thematic analysis was used to generate two overarching themes: (1) challenge and frustration, and (2) helplessness, and five themes: (1) the journey to understanding and coming to terms with OCD, (2) the battle for support, (3) navigating how to respond to OCD, (4) OCD is in control, and (5) the emotional turmoil of parenting a preadolescent child with OCD. The need for clear, accessible, and scalable support for parents of preadolescent children with OCD was identified.

Children's absence from primary school is associated with lower attainment and social difficulties, and persistent absence at this age often continues or worsens as children progress into secondary education. It is therefore important to intervene early to interrupt this negative trajectory. This study used individual semi-structured interviews to explore the perspectives of eight members of primary school staff, who had experience supporting children with difficulty regularly attending school, from both mainstream and special primary schools in England. Data were analysed using thematic analysis. Participants perceive school non-attendance to be a complex and challenging issue that can have a significant negative impact, and can be caused and maintained by multiple factors related to the child, family and school/education. Participants believe prevention is key and identify several different social/emotional and learning-focused interventions they have used to support children to attend school regularly, with varying degrees of success. Participants emphasise that success of any intervention relies strongly on collaboration between parents, school staff and other agencies involved. Findings from this study suggest that sufficient resource, early intervention, development of a school community, collaboration with families, liaison with other professionals and targeted evidence-based strategies are all important in improving attendance in this age range.

School staff have an important role to play in identifying and assisting pupils who require additional support to regularly attend school, but their beliefs about risk factors might influence their decisions regarding intervention. This qualitative study investigated educational practitioners' beliefs about risk factors for attendance problems. Sixteen practitioners from three secondary schools were interviewed via focus groups. Data were analysed using thematic analysis. Practitioners identified risk factors related to the individual, their family, peers and school. Poor mental health was identified as a risk factor, but practitioners primarily focused on anxiety rather than other mental health problems like depression or behavioural disorders. The overall perception was that school factors were less important than individual, family and peer factors. Implications include a need for increased awareness of the role of school factors in attendance problems, focus on promoting positive peer and pupil-teacher relationships, and collaborative working between young people, families and schools.

There is a growing expectation in the UK for teachers to have an understanding of common mental health problems in young people. This study aims to identify the training needs of secondary school teachers to enable them to adequately support and educate their students around mental health. Nine focus groups, each with between four to eight participants, were conducted with secondary school teachers in the UK. Discussions were centred on the needs and wants of teachers in terms of mental health training, provision and advice. Participants were also shown three online resources as an example of existing training. Thematic analysis was used to structure the data. Participants wanted training on how to identify and provide early support for students who are struggling, without taking on the perceived role of a therapist. Participants also emphasised the strong need for practical, interactive and expert-led training that provides resources that can be adapted to individual settings. Implications and recommendations are discussed.

School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners' experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems.