Evaluating a schools service for children with a facial disfigurement: the views of teaching and support staff

In this article Lindsay O'Dell and Jess Prior present the findings of a small surv e y, organised as a collaborative project to evaluate a schools' service, set up in 1998 by the charity Changing Fa c e s1 to assist pupils with facial disfigurements. Twenty schools responded, each of which had a pupil in their school, aged between 3-16 years, with a facial disfigurement. Qualitative and quantitative questions addressed schools' expectations of the service, ratings of visits from Changing Faces, helpful/unhelpful aspects of the s e rvice and suggestions for improvements, as well as information about the child and school. The data was analysed using both quantitative data and a qualitative thematic analysis. Findings point to reasons for initial contact, and effectiveness of any interv e n t i o n . Whilst many families and schools seek support in times of crisis, sometimes contact is made to try and prevent future difficulties. Professionals working in education may have much to learn from cases where the child, school and family are all coping well. Future research plans include extending this pilot surv e y to include the views of a wider range of schools as well as those of the children and families involved.