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Children from military families are underrepresented within higher education institutions in the UK despite achieving the necessary grades to attend. The article builds upon existing quantitative research that has sought to numerically document the lack of progression of service children into higher education and employs a qualitative methodology implemented through semi-structured interviews and thematic data analysis to unpack the lived experience of service children. Emergent themes from the study document how a lack of pastoral support offered to service children within the education system causes many to lack the reflexive insight needed to make informed choices about what careers to pursue post-18. It is suggested that this lack of reflexivity needs to be rectified if service children are to feel confident applying to university, something we argue should be addressed by implementing a pastoral support system for service children in schools.
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References
Publication Date:
https://doi.org/10.1386/ctl_00168_1 Published content will be available immediately after check-out or when it is released in case of a pre-order. Please make sure to be logged in to see all available purchase options.