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Professionals’ Awareness of Young Carers in Schools: Results from a French Survey

Author

Listed:
  • Aurélie Untas

    (Laboratoire de Psychopathologie et Processus de Santé, Université Paris Cité, F-92100 Boulogne Billancourt, France)

  • Christel Vioulac

    (Laboratoire de Psychopathologie et Processus de Santé, Université Paris Cité, F-92100 Boulogne Billancourt, France)

  • Pauline Justin

    (Laboratoire de Psychopathologie et Processus de Santé, Université Paris Cité, F-92100 Boulogne Billancourt, France)

  • Agnes Leu

    (Institute for Biomedical Ethics, University of Basel, Bernoullistrasse 28, 4056 Basel, Switzerland)

  • Géraldine Dorard

    (Laboratoire de Psychopathologie et Processus de Santé, Université Paris Cité, F-92100 Boulogne Billancourt, France)

Abstract

Few studies have investigated professionals’ awareness of young carers (YCs). Therefore, the main aim of this study was to explore school professionals’ awareness of YCs. The secondary aim was to compare professionals’ responses according to their occupation. A total of 2658 professionals took part in this study by completing an online questionnaire. The results indicated that the mean for the perceived age for care beginning was 10.3 years old, with parents being perceived as the most frequent care recipient. The main caring activities reported were domestic chores, emotional support and sibling care, while care provided directly to the care recipient was perceived as less frequent. Many suggestions for improving the identification, referral and support of YCs were seen as relevant, but professionals were less supportive of suggestions for adjustments within schools. The key training needs centered around better identifying YCs and developing better knowledge of their difficulties. Differences were observed according to occupation, with administrative staff and teachers having less accurate perceptions than school counsellors as well as social and health professionals. This study shows that it can be difficult for school professionals to imagine a child providing care. Specific training, therefore, needs to be proposed according to school professionals’ occupations.

Suggested Citation

  • Aurélie Untas & Christel Vioulac & Pauline Justin & Agnes Leu & Géraldine Dorard, 2022. "Professionals’ Awareness of Young Carers in Schools: Results from a French Survey," IJERPH, MDPI, vol. 19(21), pages 1-19, October.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:21:p:14172-:d:957630
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    References listed on IDEAS

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    1. Valentina Gómez-Domínguez & Diego Navarro-Mateu & Vicente Javier Prado-Gascó & Teresa Gómez-Domínguez, 2022. "How Much Do We Care about Teacher Burnout during the Pandemic: A Bibliometric Review," IJERPH, MDPI, vol. 19(12), pages 1-24, June.
    2. Amy Warhurst & Sarah Bayless & Emma Maynard, 2022. "Teachers’ Perceptions of Supporting Young Carers in Schools: Identifying Support Needs and the Importance of Home–School Relationships," IJERPH, MDPI, vol. 19(17), pages 1-18, August.
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    Cited by:

    1. Francesco Barbabella & Lennart Magnusson & Licia Boccaletti & Giulia Casu & Valentina Hlebec & Irena Bolko & Feylyn Lewis & Renske Hoefman & Rosita Brolin & Sara Santini & Marco Socci & Barbara D’Amen, 2023. "Recruitment of Adolescent Young Carers to a Psychosocial Support Intervention Study in Six European Countries: Lessons Learned from the ME-WE Project," IJERPH, MDPI, vol. 20(6), pages 1-20, March.
    2. Lauren Donnan & Janet S. Gaffney & Toni Bruce, 2023. "Voices from the Margins: Aotearoa/New Zealand Young Carers Reflect on Their Experiences," IJERPH, MDPI, vol. 20(15), pages 1-20, August.

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