Thesis

Valued voices and villages of support : parent and professional partnerships

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Awarding institution
  • University of Strathclyde
Date of award
  • 2026
Thesis identifier
  • T17587
Person Identifier (Local)
  • 202160218
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Abstract
  • Aim and background: This thesis explores how Scotland’s policy commitment to supporting and valuing parents is enacted and experienced in interactions between parents and professionals working with children aged 3-5 years old. Although Scottish policy consistently positions parents as central partners in promoting children’s health, wellbeing, and development, my review of relevant Scottish children and families policy and the wider literature indicates limited empirical evidence on how these commitments are realised in practice. This study addresses this gap by exploring parents’ and professionals’ experiences within this policy context. Methods: This research adopts a qualitative design informed by realist, social constructivist, interpretivist, and feminist perspectives. Semi-structured interviews were conducted with 14 parents/carers living in Scotland and 11 professionals employed across Early Learning and Childcare, Primary Education, Social Work and the Third Sector. Data analysis followed a reflexive thematic approach. Findings, implications and conclusions: Findings demonstrate that parent-professional interactions are influenced by fluid, sometimes conflicting interpretations of the parental role. While many parents reported positive and supportive interactions, this study also reveals how structural constraints, particularly resource limitations, waiting lists, and the requirement to navigate complex systems, can limit access to timely support for some families. These barriers, alongside inconsistent opportunities for genuine partnership working, can leave parents feeling undervalued and negatively affect their wellbeing. This study highlights a clear gap between policy intentions and their implementation. Although the existing policy landscape provides a strong foundation for supporting children and families, this support is not experienced consistently. When implemented effectively, policy can encourage relationships in which parents feel supported and valued, contributing to improved family wellbeing. However, persistent barriers risk reinforcing existing inequalities. This study contributes new empirical evidence to inform policy development and crucially, enhance consistent implementation practices to ensure that support for families is equitable, accessible and effective.
Advisor / supervisor
  • Smith, Katherine, 1979-
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