Reading groups as art-based support for siblings of children with complex care needs.

This study examines the experiences of upper secondary pupils participating in reading groups that use short stories to explore the challenges faced by siblings of children with complex care needs (CCNs). Conducted in two Norwegian schools with facilitation by public health nurses (PHNs) and teachers, the reading groups aimed to raise awareness, foster empathy, and promote peer understanding without requiring siblings to disclose personal experiences. Analysis of focus group discussions revealed that the reading groups enhanced pupils’ insight into siblings’ diverse emotional experiences and fostered feelings of togetherness and class unity. The findings suggest that integrating fiction-based reading groups into school health promotion can support siblings of children with CCNs by encouraging reflection, emotional engagement, and peer support within an ethically sensitive framework.