In this film, which is part of a webinar that was held on 17 April 2025, Hannah Jobling and Katie Graham from York University share key messages from their NIHR funded research with York People First.
In this film, which is part of a webinar that was held on 17 April 2025, Hannah Jobling and Katie Graham from York University share key messages from their NIHR funded research with York People First.
The researchers interviewed professionals, parents and focus groups from across the UK to explore what community means for parents with learning disabilities and learning difficulties, how they experience their communities, and how different community development approaches work to develop more supportive and accessible communities.
In this film the researchers explore two types of community:
- Communities of place
- Communities of interest.
They explore the social mechanisms – capital networks and ecosystems and sense of community constructed through; a sense of belonging, feeling they matter, and their needs will be met, which can help to:
- Mitigate socioeconomic disadvantage
- Positively influence family functioning, mental health, and stress.
Parents who were part of communities of interest valued the deep emotional bonds that led to a strong sense of wellbeing, rather than day-to-day practical support. This was based on peer-groups being perceived as safe havens where people could express vulnerability and were heard and accepted, this was particularly true for parents who felt isolated or who had experienced exclusion and discrimination in their local neighbourhoods. Parents shared characteristics and experiences were integral to their sense of wellbeing.
The researchers also highlight the internal (legacy of trauma, fear and distrust of other people and a lack of self-esteem and confidence) and external barriers (a lack of supportive relationships and inclusive resources, exclusionary communities, victimisation and vulnerability) that hinder access to community for parents.
The researchers also explore the connections between their research and the Good Practice Guidance 2021 and look at the types of support that build up parents and support them to connect to and sustain community links:
- Therapeutic and trauma informed support
- Nature of support - ‘hand-holding’ and open ended
- Mapping and collaborating with informal networks
- Enabling defined and purposeful involvement
- Fostering inclusive communities.
Also explored is the role of communities and community life in strengthening self-advocacy, the research finding that peer-support groups built parents’ confidence in:
- Navigating systems
- Advocating for collective rights.