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Author: wllaura.gallagher@glow
School Attendance Problems: A Research Update and Where to Go
| Research reference (with link) |
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School Attendance Problems: A Research Update and Where to Go Malin Gren Landell (ed) Jerringfonden, 2021 |
| Research methodology / Data Collection methods |
| This anthology collates the most up to date research from a range of academic researchers based on studies in Australia, Belgium, Canada, Denmark, France, German, Japan, the Netherlands, Norway, Spain and the USA. This anthology is produced following an initiative from the Jerring Foundation, in Sweden. Its aim is to provide up-to-date research on school attendance problems and to convey recommendations and inspiration for future studies. Hopefully, this anthology will be of value for various stakeholders, such as researchers, educators, policymakers, parents, and students. |
| Key relevant findings |
The book covers articles regarding the following topics:
Covers power of school attendance data, building early detection systems to prevent chronic absenteeism, early identification of attendance problems, school-related risk factors
Functional risk-profiles of moderate school attendance problems, school-refusal assessment: The school refusal evaluation scale
Exploring the voices of young people in school absenteeism: What schools need to know, teacher role in absenteeism: Discrimination, identity and intersectionality, parents and school attendance
School attendance problems from the perspective of child and adolescent psychiatry, Psychological interventions for school refusal and truancy, Where to go from here?
Problematic school absenteeism is associated with poor school performance, loneliness, mental health problems, antisocial problems and long-term outcomes like unemployment.
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| Questions research raises |
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Does this anthology add to our understanding of school attendance problems (SAP)?
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| Follow up reading suggestions |
| The anthology details extensive research for each of the sections.
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Closing the Gap Between Theory and Practice Conceptualisation of a School‑Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers
| Research reference (with link) |
| Closing the Gap Between Theory and Practice Conceptualisation of a School‑Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers
Amy Hidges, Reinie Cordier, Annette Joosten, Helen Bourke – Taylor, 2021 |
| Research methodology / Data Collection methods |
| This paper outlines an intervention designed to improve the participation of students on the autism spectrum. The intervention was developed through consultation, surveys, focus groups and studies. |
| Key relevant findings |
| Research on pupils with ASD indicates that students on the Autism Spectrum experience school participation restrictions, are more likely to experience bullying, have less social support and are more likely to be suspended than their typically developing peers. There are limited interventions available that specifically target improving student participation in school.
The authors designed a theoretical model detailing ASD characteristics, participation barriers, participation enablers and intervention techniques as shown below based on studies of relevant literature. The solid lines between the factors indicate that literature strongly supports the links between them, a dotted line indicates that there is only emerging evidence of links between them.
Social and cultural environmental factors influencing participation such as peer and teacher understanding of ASD, teacher knowledge and skills in supporting pupils with ASD etc have not been included in the model, however the authors note that these are also factors that can influence participation. To effect changes in the barriers to participation it is suggested that participation enablers are implemented through intervention strategies.
Following the literature review, surveys and focus groups an intervention programme was designed which included: (a) professional learning for teachers and school leadership staff (b) teacher-led whole class lesson plans (c) peer training for selected pupils (d) activity ideas to incorporate key whole school messages € weekly parent handouts for parents participating in the intervention. The intervention was entitled ‘In My Shoes’ and was aimed at improving the participation of primary school students between 8 and 10 years old. The intervention programme was designed to be delivered to all students, not just those with ASD, over 10 weeks, and focused on understanding strengths and differences, identifying behaviours that promote acceptance, inclusivity and a sense of feeling valued. The next steps for the study were to evaluate the feasibility, fidelity and effectiveness of the programme, therefore no conclusions have been drawn around the impact of this intervention on promoting inclusion for pupils with ASD.
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| Questions research raises |
| How effective are our interventions to promote attendance for pupils with ASD?
How well do we educate staff and pupils on understanding ASD and recognising the barriers to participation for pupils on the Autism spectrum? |
| Further Reading |
| Bambara, L., Cole, C., Kunsch, C., Tsai, S., & Ayad, E. (2016). A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 27, 29–43.
Batten, A., Corbett, C., Rosenblatt, M., Withers, L., & Yuille, R. (2006). Make school make sense. Autism and education: The reality for families today. National Autistic Society. Fletcher-Watson, S., Adams, J., Brook, K., Charman, T., Crane, L., Cusack, J., et al. (2018). Making the future together: Shaping autism research through meaningful participation. Autism, 23(4), 943–953. Hodges, A., Cordier, R., Joosten, A., & Bourke-Taylor, H. (2021). Expert consensus on the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD: A Delphi study. Focus on Autism and Other Developmental Disabilities.
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Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools: a mixed methods approach
| Research reference (with link) |
| Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools: a mixed methods approach
Carrie Ballantyne, Claire Wilson, Martin K Toye & Carrie Gillespie – Smith, 2022 |
| Research methodology / Data Collection methods |
| A study of 138 staff (early years staff, teachers and pupil support staff) responses to the Knowledge About Childhood Autism Among Health Workers questionnaire. Qualitative measures examined perceived barriers to inclusion and themes related to support required for staff. There were substantially more secondary and pupil support staff questioned than early years and primary staff, therefore comparisons in responses have limited validity. |
| Key relevant findings |
| 70% of children with ASD are taught in mainstream schools in the UK. McConkey (2020) reported that around 2.5% of all pupils attending schools in Scotland have an ASD diagnosis (2.5% in secondary schools and 2% in primary schools).
Humphrey (2008) reported that autistic children are 20 times more likely to be excluded from school than those without additional support needs. Studies have also reported high levels of school absence in the ASD population. Research suggests that teachers who have greater knowledge about ASD are more positive about inclusion. Teacher self-efficacy is also highlighted as an important element of successful inclusion, teachers must believe that they have the ability to create effective learning environments for all learners. Through the questionnaire 5 themes were identified as important to staff as being barriers to the successful inclusion of pupils with ASD. These were: · Limited training · Lack of support · Lack of knowledge about ASD · Difficulties in managing ASD · Parental involvement. Staff from all groups surveyed did not believe they had appropriate knowledge of ASD. Across all staff groups participants reported a lack of training opportunities and felt under- supported to work effectively with children with autism. The survey results suggest there is a need to focus on the efficacy beliefs of early years staff when supporting children with ASD. Staff responses suggested that they were keen to learn from colleagues with specific ASD training. This is highlighted as a low cost approach to improving efficacy in staff working in mainstream schools. Early Years and Pupil Support staff scored higher in the knowledge domains than class teachers, with secondary teachers showing the lowest level of knowledge in the questionnaire domains. This suggests that behaviours linked to ASD are poorly understood by teachers, especially in the secondary environment where teachers typically spend much less time with individual pupils. Participants in the study reported the need for more flexible and individualised approaches to teaching and learning to improve relationships and attainment. 4 themes were identified around the supports required for successful inclusion of pupils with ASD. These were: · Individualising educational experiences · Changes to learning spaces · Opportunities to learn about ASD · Communication These themes link with further international research recommendations on improving inclusion and should be key considerations for staff when identifying and addressing barriers to inclusion for pupils with ASD.
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| Questions research raises |
| What does our data tell us about the attendance of pupils with ASD?
How confident are our staff in their knowledge and understanding of how to support pupils with ASD in a mainstream setting? How flexible are our learning environments and offers to meet the needs of pupils with ASD? |
| Further Reading |
| Munkhaugen, E. K., E. Gjevik, A. H. Pripp, E. Sponheim, and T. H. Diseth. 2017. “School Refusal Behaviour: Are Children
and Adolescents with Autism Spectrum Disorder at a Higher Risk?” Research in Autism Spectrum Disorders 41: 31–38.
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School Staffs’ Experience of supporting children with school attendance difficulties in primary school: a qualitative study
| Research reference (with link) |
| Adolescent adversity school attendance and academic achievement : School Connection and the Potential for Mitigating Risk 2020, N.N Duke |
| Research methodology / Data Collection methods |
| Data from 9th and 11th grade participants in the 2016 Minnesota Student Survey (N = 81,885) was used to determine if individual and cumulative measures for 10 types of ACEs were significantly associated with education-related outcomes; no plan to graduate, past month unexcused absences and low academic achievement.
The MSS survey is administered to students across the state, with students and parents having the choice to ‘opt out’ if they desire. Students had the opportunity to skip questions within the survey. 10 questions from the survey were chosen to represent the prevalence of ACEs, 3 questions were chosen linked to the identified education outcomes outlined above and 7 questions were used to measure school connectedness. The survey is used by the state as a planning tool to inform future resourcing. |
| Key relevant findings |
| There is robust research data documenting the relationships between ACEs and education-related outcomes across the age spectrum.
Hardcastle et al suggest education may play a critical role in moderating the impact of adversity and addressing the associated inequalities. One factor related to improving education related outcomes is fostering an environment based on school connectedness. School connectedness is defined as ‘the belief held by students that adults and peers in school care about their learning as well as about them as an individual.’ (US Center for Disease Control and Prevention). Survey results · 5% of the respondents to the survey reported having >4 ACEs (females 6.4%, males 3.7%). Report of having >4 ACEs was associated with having more than 4 times the likelihood of having on of the 3 education-related outcomes which were measured. · Among males who reported sexual abuse or food insecurity there was strong association with responding that they had no plan to graduate. · Among males and females who reported sexual abuse there was a strong association with responding that they had cut school for more than 3 days in the past month. · Experience of any ACEs was associated with males being 1.5 times more likely to have below average grades. · Marginal effects were reduced by school connection. These effected differed between male and female students.
The study did not conclude that school connection can improve on the impact of ACEs and education –related outcomes, however the author does suggest that there would be scope to explore these relationships further with younger students within the 6th – 8th grades. The author concludes that while the results of the study did not show a link between school connectedness and mitigating the impact of ACEs that school contextual factors may still promote youth wellbeing, a sense of belonging and resilience to challenge adversity. |
| Questions research raises |
| Are staff aware of the impact of ACEs on educational outcomes?
Are staff aware of pupils within their setting who have >3 ACEs? Do we have effective tools for screening pupils for ACEs and to gather data based on planning for future outcomes? What knowledge do senior leadership teams and pastoral care staff have on school connectedness? What role do EP colleagues have to play in gathering data on ACEs and future education outcomes? |
| Follow up reading suggestions |
| Hardcastle K, Bellis MA, Ford K, Hughes K, Garner J, Ramos RG. Measuring the relationships between adverse childhood
experiences and educational and employment success in England and Wales: findings from a retrospective study. Public Health. 2018;165:106-116. US Centers for Disease Control and Prevention. School connectedness: strategies for increasing protective factors among youth.
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