BurnEd: Parental, psychological and social factors influencing a burn-injured child's return to education

Abstract 

Childhood burns are painful and traumatic and impact the child and their family. For the child, part of the returning to wellness process involves successfully returning to school, a process in which parents play a vital role. This qualitative research aimed to examine how influential parental and other factors were in the return to school process. Data was collected through semi-structured interviews and was analysed using a social-constructivist Grounded Theory approach. The analysis revealed that parental confidence—in themselves, their children and their children's schools; role adaptation, skill acquisition and flexibility; and school receptivity, were pivotal in the return to school process.

Keywords: Paediatric, Pediatric, Children, Adolescents, Burn-injury, School, Return to school, Grounded Theory, Model, Education