{"id":5439,"date":"2022-08-30T13:40:34","date_gmt":"2022-08-30T12:40:34","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/?p=5439"},"modified":"2022-08-30T13:40:34","modified_gmt":"2022-08-30T12:40:34","slug":"secondary-school-practitioners-beliefs-about-risk-factors-for-school-attendance-problems-a-qualitative-study","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/secondary-school-practitioners-beliefs-about-risk-factors-for-school-attendance-problems-a-qualitative-study\/","title":{"rendered":"Secondary school practitioners\u2019 beliefs about risk factors for school\u00a0 attendance problems: a qualitative study,"},"content":{"rendered":"

Forth Valley and West Lothian Regional Improvement Collaborative<\/span>\u00a0<\/span><\/p>\n

Attendance Focus: August -October 2022<\/span>\u00a0<\/span><\/p>\n

Research Summary\u00a0<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
Research reference (with link)<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
Katie Finning, Polly Waite, Kate Harvey, Darren Moore, Becky Davis<\/span>\u00a0<\/span><\/p>\n

& Tamsin Ford (2020) Secondary school practitioners\u2019 beliefs about risk factors for school<\/span>\u00a0<\/span><\/p>\n

attendance problems: a qualitative study, Emotional and Behavioural Difficulties, 25:1, 15-28, To link to this article: https:\/\/doi.org\/10.1080\/13632752.2019.1647684<\/span>\u00a0<\/span><\/td>\n<\/tr>\n

Research methodology \/ Data Collection methods<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
Qualitative study investigated educational practitioners\u2019 beliefs about risk factors might influence their decisions regarding intervention.\u00a0<\/span>\u00a0<\/span><\/p>\n

Reflection of existing academic research exploring interplay of risk factor, including the results of quantitative studies around the beliefs of primary teachers and other primary school staff. It also covers the terminology around \u2018school refusal\u2019 and \u2018truancy\u2019. Recommend similar study for secondary staff.<\/span>\u00a0<\/span><\/p>\n

Data collection<\/span><\/b> \u2013 focus groups, sampling from 16 secondary staff in 3 schools in England.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n

Key relevant findings\u00a0<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
Absence linked to poor academic outcomes, economic deprivation and adult employment.\u00a0<\/span>\u00a0<\/span><\/p>\n

2017\/18 \u2013 8.7% primary and 13.9% secondary learners had persistent absences (missing 10%)<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Risk factors for attendance problems but there are complex interplays. Successful interventions will involve interdisciplinary collaboration between professionals in education and healthcare and our families:<\/span>\u00a0<\/span><\/p>\n

Individual <\/span><\/b>\u2013 poor physical health, mental health problem, ASN, drug or alcohol use.<\/span>\u00a0<\/span><\/p>\n

Family \u2013 <\/span><\/b>neglectful parenting, lack of parental involvement in school, unemployment, family conflict, family history of attendance problems.<\/span>\u00a0<\/span><\/p>\n

School <\/span><\/b>\u2013 poor school climate, poor pupil-teacher relationships, school transition periods<\/span>\u00a0<\/span><\/p>\n

Peers<\/span><\/b> \u2013 social isolation, lack of peer support, peer conflict, bullying and pressure from peers to skip school\u00a0<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Fi<\/span>ndings suggest a <\/span>perceived lack of agency<\/span><\/b> by school practitioners in terms of their ability to in<\/span>fl<\/span>uence risk factors for attendance problems.<\/span>\u00a0<\/span><\/p>\n

Findings suggest that secondary school practitioners are aware of many of the most common<\/span>\u00a0<\/span><\/p>\n

causes of attendance problems, but in general factors related to the individual and their family were<\/span>\u00a0<\/span><\/p>\n

highlighted, while <\/span>school factors were de-emphasised<\/span><\/b>.<\/span>\u00a0<\/span><\/p>\n

Recommendations<\/span><\/b>:\u00a0<\/span>\u00a0<\/span><\/p>\n

Schools implement anti-bullying policies, supplemented with the use of evidence-based bullying interventions\u00a0<\/span>\u00a0<\/span><\/p>\n

Schools should take steps to encourage pupils to develop healthy relationships with peers and engage in positive activities, for example through peer mentoring schemes or links to voluntary sector activities.<\/span>\u00a0<\/span><\/p>\n

Schools should address academic stress and look at providing additional support\u00a0<\/span>\u00a0<\/span><\/p>\n

Schools should look at supporting mental health and at their impact on \u2018behavioural difficulties\u2019.\u00a0<\/span>\u00a0<\/span><\/p>\n

Schools should look at pupils with caring responsibilities\u00a0<\/span>\u00a0<\/span><\/p>\n

Schools could support resilience through PSE lesson<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/td>\n<\/tr>\n

Questions research raises<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
How do our absence rates compare to the 2017\/18 Department of Education percentages pre and post COVID?<\/span>\u00a0<\/span><\/p>\n

How are ACES impacting on our learners\u2019 attendance?<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/td>\n<\/tr>\n

Follow up reading suggestions\u00a0<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/p>\n

.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Forth Valley and West Lothian Regional Improvement Collaborative\u00a0 Attendance Focus: August -October 2022\u00a0 Research Summary\u00a0\u00a0 \u00a0 Research reference (with link)\u00a0 Katie Finning, Polly Waite, Kate Harvey, Darren Moore, Becky Davis\u00a0 & Tamsin Ford (2020) Secondary school practitioners\u2019 beliefs about risk factors for school\u00a0 attendance problems: a qualitative study, Emotional and Behavioural Difficulties, 25:1, 15-28, To …<\/p>\n","protected":false},"author":79351,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[5],"tags":[],"class_list":["post-5439","post","type-post","status-publish","format-standard","hentry","category-news"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/5439","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/users\/79351"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/comments?post=5439"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/5439\/revisions"}],"predecessor-version":[{"id":5440,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/5439\/revisions\/5440"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/media?parent=5439"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/categories?post=5439"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/tags?post=5439"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}