Previous research on school holidays has focused predominantly on quantitatively measuring education and health outcomes, drawing conclusions that school holidays lead to ‘learning loss’ or negatively impact on health. However, there are significant limitations of this existing research and a lack of research engaging directly with young people or employing a qualitative approach. This research has therefore sought to qualitatively explore how young people experience these periods, how this affects their wellbeing, and how engagement in creative activities interacts with these experiences. By employing a theoretical framework combining Childhood Studies and the Capabilities Approach, it examined the substantive freedoms young people have to achieve what they value, and the role that school holidays play in them doing so. Data were generated with young people aged 10-16 in Greater Glasgow through ‘enhanced’ interviews (artefact-elicitation and creative tasks), focus groups with young people engaged in community arts organisations and interviews with staff in these organisations. Data were analysed using reflexive thematic analysis. The analysis of the findings presented in this thesis argues that school holidays can benefit young people’s wellbeing primarily through the enhancement of their agency, and the subsequent choices young people can make to achieve the things they value both in the present, and for their futures. The findings highlight the importance of free, self-directed time, and balanced facilitation from adults who acknowledge and support young people’s agency. This research demonstrates the value of studying school holidays as a distinct period, rather than a comparator to school term, but also highlights some of the challenges young people face at school, and from which they value a break. Future school holidays research should aim to expand understanding of young people’s lived experiences in different social and geographical contexts and consider their impact not only in terms of future outcomes but on young people’s experience of the present. Similarly, provision of care during school holidays should seek to be informed more directly by the perspectives of young people and give consideration to what is of value to young people in the present, as well as for their future. Community arts organisations, and similar youth-centred organisations, are highlighted in this research as a valuable asset to supporting young people’s wellbeing in school holidays, and beyond.
Susan M. Smillie (Thu,) studied this question.