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Cited by 3Youth Substance Use and School AttendanceEducation during COVID-19 pandemicInclusive Education and Diversity

Keeping Students with Long-term Conditions Connected with Schools: Facilitators for Sustainable Virtual Connections

Open access
Baskaran, Viloshini, Chubb, Laura A., Fouché, Christa B.·2024·Continuity in Education
DOI 10.5334/cie.133PMC PMC11414465
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Abstract

Students with Long-Term Conditions (LTCs) experience prolonged absences that can impact their school connectedness and belonging. Inclusive education policies in New Zealand advocate for equitable learning opportunities for students with disabilities. Students with LTCs are included under this purview, but responses to their unique learning and connectedness needs are not well articulated. Literature suggests the potential of technology to enable virtual connections to keep these students' continued presence and engagement in class (i.e., sustainable connections). Studies internationally and in New Zealand, argue that virtual connections with schools can enhance educational opportunities and a sense of belonging for students with LTCs. However, limited research is available on developing and nurturing such ongoing connections with schools. This article reports on a qualitative study investigating New Zealand stakeholder perspectives on the facilitators of virtual connection with schools for students with LTCs. Findings from a thematic analysis of 18 individual interviews with stakeholders highlighted six facilitators for virtually connecting these students with schools, indicating the need for a flexible approach tailored to students' needs, strong support systems and purposeful, safe and inclusive connection opportunities. The stakeholders indicated these facilitators as essential for the virtual school connections to be sustainable and enhance students with LTCs' presence, belonging and social connection in schools.

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Research works printed but not linked: 3

  1. [2]Barback, J. (2018, February 14). Inclusive education – Where are we going wrong? Education Review. https://educationcentral.co.nz/inclusive-education-where-are-we-going-wrong/
  2. [12]Griffith, S. C., & Doyle, R. (2009). School-based interventions for children and youth with medical conditions. In N. B. Webb (Ed.), Helping children and adolescents with chronic and serious medical conditions. A strengths-based approach (pp. 105– 120). John Wiley & Sons.
  3. [42]UNESCO. (1994, June 7–10). The Salamanca statement and framework for action on special needs education. Adopted by the World Conference on Special Needs Education, Access and Quality. Salamanca, Spain. https://unesdoc.unesco.org/ark:/48223/pf0000098427

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Authors
Baskaran, V., Chubb, L. A., & Fouché, C. B.
Affiliations
University of Auckland (NZ)
Corresponding author
Baskaran, Viloshini
ORCID
Venue
Continuity in Education
Publisher
Ubiquity Press, Ltd.
Published
2024
Volume
5
Issue
1
Pages
111-127
ISSN
2631-9179 (ISSN-L)
DOI
10.5334/cie.133
PMC
PMC11414465
OpenAlex
W4402754993
Cited by
3
References
37
Citations by year
2026: 2 · 2025: 1
FWCI
3.76
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Continuity in Education (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
  • ResearchSpace (University of Auckland) (submittedVersion, cc-by)
Topics
  • Social Sciences › Education › Youth Substance Use and School Attendance
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Social Sciences › Education › Inclusive Education and Diversity
Keywords
school connectedness, sense of belonging, inclusive education, students with disabilities, stakeholder perspectives, social connectedness, New Zealand education policy

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