Domestic Violence and Family Law Disputes on the School Agenda

Abstract

In most countries, children ‘do’ a large part of their childhood at pre-school and school. They live a significant part of their lives at these institutions. For children who experience problems in their family, pre-school and school can offer relief in difficult life situations. At pre-school and school, children’s problems at home can be made visible and support from school staff can help children to find strategies to deal with their situation (e.g. Näsman and von Gerber, 1996; Openshaw, 2008; øverlien et al., 2009). In most countries, pre-schools and schools also have a responsibility to make child protection agencies aware of cases in which the authorities may have to intervene to protect and support a child, due to neglect or some form of abuse. For all of these reasons pre-school and school are very important institutions for children in difficult life situations. However, pre-school and school can also be sources of difficulties, due to, for example, problems in concentrating or problems in doing home-work (e.g. Openshaw, 2008; Weinehall, 1997). Furthermore, it can be a place associated with fear and pressure. Problems at home can become aggravated in pre-school or school, for example, expressed in bullying or subjection to bullying or exclusion (by teachers as well as by peers) (e.g. Jackson, 1998; Sundelin Wahlsten, 1997), or because it becomes a site where conflicts between parents are played out (e.g. Øverlien et al., 2009).

The father had been given single custody this time, and the social services came here to fetch two children. It was quite dramatic. It is tough when it happens because … The other children get upset as well [deep sigh] when they see what happens. So … one has to be very careful. I could wish it could take place somewhere else, than at school, actually. (School head teacher, Sweden)