Context Within both bioecological theory and eco systems theory, the importance of context is reiterated in relation to person development

(Bronfenbrenner & Morris, 2006; Bronfenbrenner, 1979). While they are growing up, children encounter a range of micro contexts, one of which is school. The findings of this research show that children find small hubs to move to within the context of the school as a means to self-protect, away from either adult

authority or peers.

Findings from SPs and children show that the children used space strategically. They sought out areas which felt safe, peaceful and provided a means of escaping riskier parts of the school. Although research has relayed the importance of thinking about how young people use space in relation to violence (Lombard, 2015), and how children navigate the school in relation to their emotions (Andrews & Chen, 2006; Colins & Coleman, 2008; Hall, 2010; Proctor, 2015), this study uniquely considered children’s use of space in school when they had experienced DA, as represented by children themselves.

Lombard (2015) stated that until now the research literature has examined the spaces where violence occurs rather than the representation of space by young people themselves (Lombard, 2015).

Children talked about playtime as a comparatively risky time of day when fights could break out, leading to physical injury away from adult authority. Physical aggression was concerning and linked to children’s memories of what

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had happened to their mothers. This could cause stress and anxiety, and subsequently children might want to move into other parts of the school. These findings resonate with Andrews and Chen (2006), who noted that the design of the school can prevent victims of bullying from escaping. They can be forced to use spatial coping tactics and avoid known places where bullies act (Andrews & Chen, 2006). The findings also highlight that the need to feel safe superseded other motivations (e.g. the motivation to be perceived positively by the teacher), as long as the result is being placed in a safer part of the school. Similar

research has shown that children who have experienced DA use spaces tactically to self-protect and self-soothe in the home environment (Allen, 2003; Callaghan & Alexander, 2015; Överlien & Hydén, 2009).

As well as navigating space to avoid threats from peers, children used space as a means to avoid teachers. This occurred at break time as a way to perform risky behaviour (e.g. visit prohibited areas or exhibit aggression) and in lesson time to leave the classroom. The findings highlight the importance of creating safe places for children in the classroom and wider school.

Similar to these findings, previous research has shown that children attach different emotions to the various areas they navigate in the school environment (Proctor, 2015). It is important that SPs are aware of behaviours children exhibit when they have experienced DA in order to empower children to share their true feelings and prevent them from resorting to misbehaviour as a means of relocating to safer parts of the school.

The findings show that the classroom was a comparatively “low risk” area. In the classroom, boundaries, structure, rules and authority increased

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feelings of safety and prevented negative outbreaks from occurring. This sat in contrast to the playground, where there was less teacher input, older children could be intimidating and physical injury could occur. Collins and Coleman (2008) write that the classroom is organised in a way intended to facilitate adult authority and surveillance and aid the social and behavioural control of children. The internal space of the school is manipulated to produce more compliant pupils (Collie & Coleman, 2008). These ideas align with childhood being a social construction where children are passive objects of socialisation in an adult-led society (Prout, 2005). In combination with a caring and pro-social teaching approach, children in this research showed a preference for

boundaries and structures across school spaces. This relates to literature which has shown that children who have experienced DA benefit from a nurturing environment, predictability through routines, pro-social attitudes and clear expectations (Baker & Cunningham, 2009; Hessler, 2006).

SPs commented on the culture and ethos of the schools they worked in. They highlighted the importance of a whole-school nurturing environment, vigilance about child safety, monitoring and information sharing. The findings raise the importance of promoting a fair non-judgemental environment, mentoring, building self-esteem and showing patience in relation to building relationships. SPs noted that school can be a meaningful, positive and safe place for children who enjoy the fairness and structure of the environment. These findings are supported by evidence which has shown school to be a domain where relationships with adults and peers can be fostered and children can develop feelings of safety and belonging (Moore & McArthur, 2011; Osher et al., 2016).

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In order to build resilience and support children across the school and beyond, participants spoke at length about different ways children could be supported: in the classroom (creation of safe spaces, mindful pairings, visual timetables), outside the classroom (girls’ groups, therapeutic group intervention) and across the wider school and community (teacher training, whole school monitoring system, extra-curricular activities).

Findings from SPs show that they supported children at the meso-, exo- and macro levels (Bronfenbrenner, 1979; Bronfenbrenner & Ceci, 1994). Professionals liaised with the children’s mothers and services including social care, CAMHS, Family Support, NHS professionals and refuge workers to effectively support children. A range of professionals have been linked to supporting children who have experienced DA (Guy et al., 2014; Sterne & Poole, 2010).

A summary of interventions children and SPs suggested as supportive in building children’s resilience at school can be found in Appendix P.

7.3.4 Time. This research looked specifically at children’s experiences of