Tag, you're different: the interrupted spaces of children at risk of anaphylaxis

Several contributions to understanding the emotional aspects of everyday lives have been made by geographers. What we undertake in this research is to focus that lens on the emotional context of experiences of children at risk and in particular on anaphylactic risk-scapes, particularly within the school environment. This research attempts to go beyond the policy response by privileging the voices of the affected children (and their parents) in order to understand the emotionality of their risk experience; how it is articulated and negotiated in place, and how bodily boundaries are interrupted. Qualitative methods were used to explore children's perceptions of, and experiences with, anaphylactic allergy in the school environment. In-depth interviews were conducted with 10 children (aged 8–12 years) and 10 adolescents (aged 13–17 years) and their parents. Children were also asked to draw a picture of ‘what it was like to live with a severe food allergy’ and to then explain their illustration. Results revealed how the spaces of children at risk of anaphylaxis were interrupted; social spaces were interrupted through their bodily experiences of risk as they negotiated in and through school environments. These findings suggest allergic children contest school and policy constructions of ‘safe place’ through the interrupted spaces and bodily disruptions of emotion.