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Understanding Postural Care in Mainstream Schools: Insights from Teachers & Assistants

This pilot study explores teachers' and assistants' perspectives on postural care for children in mainstream schools. It delves into issues, concerns, legislation, and the emotional impact of implementing postural management in the classroom. Findings reveal gaps in knowledge and a desire for practical support. The study resulted in the development of an "A-Z of postural care" resource, aiming to raise awareness and provide guidance for schools. Recommendations for further research and involvement of children's viewpoints are proposed.

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Understanding Postural Care in Mainstream Schools: Insights from Teachers & Assistants

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  1. Postural care for children in mainstream schools - a pilot study of the views of teachers and assistants Eve Hutton Canterbury Christ Church University eve.hutton@canterbury.ac.uk

  2. Starting out • What were the issues ? • Therapists concerns • 24 hr postural care • Parental concerns • Disability legislation • Inclusion

  3. What is postural care? The constant promotion of good posture to enable children to participate in all activities thus enabling them to fulfill their potential.

  4. Planning • Applying for funding • Steering committee • Parents • Specialist teachers • Therapists ( PT/OT) • Academics

  5. Questions ? • What do teachers understand about postural care? • What are the barriers and facilitators for postural care in schools? • What help would teachers & assistants like ?

  6. Talking with teachers & assistants • Four primary schools • 36 teachers and assistants interviewed

  7. What did we find out? • Postural management a term not widely understood or used • ‘its how you sit how you stand’ • ‘its about keeping children comfortable’ • Appreciation of when a child was uncomfortable or insufficiently supported

  8. Emotional impact on teachers and assistants • ‘I didn’t want to hurt him’ • Negative views about equipment. • ‘he’s stood up and strapped into this contraption’

  9. Some teachers and assistants were able to make sessions fun & enjoyable. • ‘He didn’t like doing his exercises on his own but as soon as all the children joined in he was OK.’

  10. Limited understanding of the purpose of postural management. • ‘We don’t really know much about the programmes they are following we leave this to the assistants’ • Information from many (some conflicting) sources - no formal training.

  11. What support did teachers want? • Practical solutions • More space/time • Closer liaison with therapists • Regular timetabled visits

  12. Sharing the findings • Developing recommendations • Identifying further gaps in our knowledge & understanding in schools • Wider UK study ? • Children’s viewpoint

  13. Developing an information resource • Funding from Kent County Council • Led to development of ‘A-Z of postural care’ . • Designed to support ‘lead’ schools in the area. • Links to general awareness raising of the importance of good posture for ALL children.

  14. References • Gericke T ( 2006) Postural management for children with cerebral palsy: a consensus statement. Developmental Medicine & Child Neurology. • DfES ( 2007) Aiming high for disabled children: better support for families. • Hutton E & Coxon K ( 2008) Involving parents as service users in an interprofessional research project. Journal of Interprofessional Care.

  15. Thanks To the posture and mobility group for supporting this small pilot study. We value feedback & comments about the A-Z of postural care

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