By Amy Stanton

There is a scarcity of research that considers the role of school for children who have relocated because of domestic violence and abuse. In spite of this, the impact on school age children is well evidenced and can have severe long- lasting implications for a child in their ecosystem (CAADA, 2014; Sterne & Poole, 2010). This research used qualitative methodology and a social constructionist perspective underpinned by Bronfenbrenner’s bioecological theory to investigate how children 7 – 10 years experienced school when they had relocated because of domestic violence and abuse. Data was collected from five children using vignettes and drawings. Four Deputy Head Teachers, one Inclusion Manager and five Educational Psychologists were interviewed using a semi-structured interview. Thematic Analysis was used to analyse the accounts of children and school professionals. The findings showed children felt under threat in the classroom and playground

UCL Institute of Education