“My second mum and dad” - Grandparents Plus

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How grandparents impacted on children’s well-being (findings from the indepth interviews) The findings from the in-depth interviews with young people fleshed out the survey data and explained what the grandparents were actually doing and possibly why this impacted on their well-being. The young people generally described active grandparental involvement in their education, interests and career-planning. However, the findings demonstrate that this involvement varied a great deal. When thinking about education, for example, grandparents who saw their grandchildren more than once a week were often involved in helping with homework, whereas those who saw their grandchildren less often, asked unspecific questions about results and progress when they were together. Grandparents who were involved in the child’s daily routine were more likely to be involved in their interests and education. This level of day-to-day contact also promoted open discussion on a range of topics, including the child’s plans for the future. For some grandparents providing a high-level of care for their grandchild (including residential care) educational involvement might also involve taking on what are traditionally seen as the parental responsibilities regarding their grandchild’s education: ‘Because my mum was sick on the day that I had my parents evening Gogo came with me and then she saw my teachers’ female, 14, black African, living with grandparent. Grandparents, particularly those in frequent contact, were regular attendees at school events and sporting matches, providing emotional support and ‘cheerleading’ their grandchildren’s extra-curricular activities; they were also participants in grandchildren’s hobbies and pastimes. ‘They always wanted to come and cheer for me… Whenever my grandmother’s visiting she’ll want to go to everything!’ male, 15, Asian, living with both biological parents. ‘Me and my nan have like got the same hobbies, I like to make things, I like to make cards and stuff and cakes and my nan likes to do exactly the same’ female, 13, white British, single parent family. Participating in shared activities with grandparents was more common amongst younger, female participants, who regularly spent time with their grandparents. Older adolescents (14+), particularly males, were less inclined to spend time with their grandparents in this way, their peer relationships having become increasingly important in their lives: ‘We always used to do things like fishing… go for walks and the fair and things… I probably did see them more when I was younger because now I do other things, so my weekends are taken up by stuff that I go off and do’ male, 14, white British, living with both biological parents. Time with grandparents also represented an opportunity for relaxation, fun and treats; a change from the regular routine. Whilst it was not the case for children who saw their grandparents daily or several times a week, approximately three quarters of all other interviewees associated time with their grandparents with a break from the ‘strictness’ of the parental regime, and an opportunity relax and enjoy their leisure time: ‘With my granddad, I feel more relaxed and he spoils me more, what my dad doesn’t do, he gives me. My dad doesn’t let me have a coke at half-time whereas my granddad does. It’s good fun’ male, 12, white British, living with both biological parents. My second mum and dad / 22
Chapter 6 references 6.1 Hunt, 2008 6.2 Hunt, 2008 6.3 Caspar and Bryson, 1998 6.4 Hansen, 2006 6.5 Bridges et al., 2007 6.6 Elder and King, 2000. See appendix for details 6.7 www.sdqinfo.com 6.8 Griggs et al., 2009. See appendix for further details There was also awareness from some interviewees that when with their grandparents (unlike with their parents) that they were the sole focus of their attention: ‘If your mum and dad look after you then they’re never relaxed and they’ve got to do other things like work and clean, whereas like your grandparents they can spend the whole time with you’ female, 12, white British, living with both biological parents. Grandparents were often involved in their grandchildren’s education - as teachers/educators, as homework assistants, as career-advisors and as general supporters. This educational support was usually provided in addition to that of the parents; however, approximately a fifth of the sample (all in regular contact) felt that their grandparents played the key role in supporting their education. ‘My mum helps with my homework as well, but because I go to my grandma’s straight after school, which is where I usually do my homework, they kind of help us a bit more’ female, 13, white British, stepfamily, high level of contact. Respected by their grandchildren, and seen as a source of knowledge and wisdom, grandparents were often called upon to help with some of the young persons’ most important decisions. For most interviewees discussions about the future involved information and advice from grandparents, who were thought to know more about the world and therefore about jobs, earnings and qualifications. Young people valued the opinions of their grandparents and appreciated the support they were offered: ‘They’re very supportive and helpful when it comes to what career to take and that kind of thing, because they know which ones are bad and which ones are good and which subjects to take’ male, 12, white British, living with both biological parents. My second mum and dad / 23
Page 1 and 2: Report/August 2009 This research wa
Page 3 and 4: Summary Main findings Grandparents
Page 5 and 6: However young people were prepared
Page 7 and 8: The study This is the first nationa
Page 9 and 10: Figure 2.1 Percentage of living gra
Page 11 and 12: Chapter 2 references 2.1 Broad, 200
Page 13 and 14: Figure 3.1 Grandparents relationshi
Page 15 and 16: Table 3.1 Young people's views on h
Page 17 and 18: The current study Table 4.1 Percent
Page 19 and 20: Chapter 5 Involvement with grandchi
Page 21 and 22: Chapter 5 references 5.1 Clarke and
Page 23: Strong findings from the current st
Page 27 and 28: The current study Table 7.1 Adversi
Page 29 and 30: Chapter 8 Children’s rights to st
Page 31 and 32: ‘That would be a problem for me b
Page 33 and 34: ‘I don’t think there’s anythi
Page 35 and 36: Chapter 9 The policy debate - a res
Page 37 and 38: Appendix A References Bengtson, V.
Page 39 and 40: Kennedy, G. E. and Kennedy, C. E. (
Page 41 and 42: Area risk was measured with the Ind
Page 43 and 44: Summary of hierarchical regression
Page 45 and 46: C.3. Grandparent involvement in dif
Page 47: Grandparents Plus 18 Victoria Park

“My second mum and dad” - Grandparents Plus

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