Tech-facilitated relationship abuse in further education in Wales: young people’s experiences, perceptions and the role of educators

Noble, Emma 2025. Tech-facilitated relationship abuse in further education in Wales: young people’s experiences, perceptions and the role of educators. PhD Thesis, Cardiff university. Item availability restricted.

Preview	PDF - Accepted Post-Print Version Download (4MB) | Preview
	PDF (Cardiff University Electronic Publication Form) - Supplemental Material Restricted to Repository staff only Download (157kB)

Abstract

Over the past two decades, technological advancements have significantly reshaped the ways in which young people communicate, navigate relationships, and experience daily life. While these developments offer opportunities for self-expression, learning, and relationship-building, they also present risks, particularly in the context of romantic relationships. Increasingly, young people report experiencing tech-facilitated relationship abuse (TFRA), which involves digital coercion, monitoring, harassment, and control within intimate partner relationships. Some of these behaviours may be normalised or overlooked when occurring through digital means, raising concerns about their perception and impact. This study explored how young people in Further Education (FE) in South-East Wales understand and experience TFRA within their romantic relationships, and the extent to which they perceive such behaviours as problematic. Additionally, it investigated how young people wish to be educated and supported in this area, alongside FE lecturing staff perceptions of their role in providing such support. The study employed semi-structured interviews, engaging 19 FE learners (aged 16-20) through in-person interviews with visual tasks and eight FE lecturing staff through online photo-elicitation interviews. A poststructuralist feminist framework and Foucauldian critical discourse analysis informed the analysis, allowing for an exploration of the discourses young people and FE staff invoke when discussing relationships, online engagement, and TFRA. Findings from young people’s interviews revealed discourses of ‘clear’ and ‘blurred’ lines regarding acceptable and unacceptable behaviours, shaped by broader social, cultural, and technological influences, including gender and patriarchal power structures that reinforce inequalities in young people’s romantic relationships. The analysis of FE staff interviews highlighted a disconnect between lecturers' perceptions and learners’ lived experiences, particularly concerning generational and cultural competence gaps. Moreover, it identified the systemic and practical challenges that FE staff encounter in integrating Relationships and Sexuality Education (RSE) into their teaching. This study contributes to the growing discourse on digital relationship abuse, offering insights into young people’s perceptions, the role of education in addressing TFRA, and the barriers faced by educators. The findings underscore the need for more nuanced, youth-informed approaches to RSE within Further Education settings in Wales, ensuring that interventions are responsive to the realities of young people’s digital lives.

Item Type:	Thesis (PhD)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Social Sciences (Includes Criminology and Education)
Subjects:	H Social Sciences > H Social Sciences (General)
Date of First Compliant Deposit:	15 September 2025
Last Modified:	16 Sep 2025 09:39
URI:	https://orca.cardiff.ac.uk/id/eprint/181088

Actions (repository staff only)

Edit Item