{"id":5444,"date":"2022-08-30T13:44:35","date_gmt":"2022-08-30T12:44:35","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/?p=5444"},"modified":"2022-09-01T09:35:22","modified_gmt":"2022-09-01T08:35:22","slug":"school-attendance-and-problematic-school-absenteeism-in-youth","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/school-attendance-and-problematic-school-absenteeism-in-youth\/","title":{"rendered":"School Attendance and Problematic School Absenteeism in Youth"},"content":{"rendered":"

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

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

Research Summary\u00a0<\/span>\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
School Attendance and Problematic School Absenteeism in Youth- <\/span>https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2020.602242\/full<\/span><\/a>\u00a0<\/span><\/p>\n

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

Research methodology \/ Data Collection methods<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
This is a collection of research studies which focus on absenteeism<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Key relevant findings\u00a0<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
The primary goal of this research topic was to share state-of-the-art theory and research along with empirically supported practices relevant across the world to those dealing with absenteeism. It also sought to enhance consensus among varied professionals regarding definition, classification, aetiology, assessment, and intervention for school attendance problems.<\/span>\u00a0<\/span><\/p>\n

These can serve as a foundation for future research and clinical work in this area. Key themes were-<\/span>\u00a0<\/span><\/p>\n

–<\/span>Defining and Classifying Attendance Issues<\/span><\/b>– <\/span>Kearney et al. (a)<\/span><\/a>\u202fand\u202f<\/span>Kearney et al. (b)<\/span><\/a> The authors also provide a multidimensional multi-tiered system of supports pyramid model as a potential mechanism for reconciliation. (Please refer to our summary of the article- <\/span>Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)<\/span><\/a>\u202f\u202f<\/span>\u00a0<\/span><\/p>\n

\u202f<\/span>Christopher A. Kearney<\/span><\/i>1<\/span><\/i>*, Carolina Gonz\u00e1lvez<\/span><\/i>2<\/span><\/i>, Patricia A. Graczyk<\/span><\/i>3 <\/span><\/i>and Mirae J. Fornander<\/span><\/i>1<\/span><\/i>\u202ffor further information regarding the pyramid model<\/span>)<\/span>\u00a0<\/span><\/p>\n

– <\/span>Framing student absenteeism<\/span><\/b> Gentle-Genitty et al.<\/span><\/a>\u202frecommend a change to better leverage attendance data toward proactive support of young people.\u202f<\/span>\u00a0<\/span><\/p>\n

– <\/span>Depression and Absenteeism<\/span><\/b>–<\/span>Askeland et al.<\/span><\/a>\u202fexpand on the well-established relationship between depression and school attendance problems.<\/span>\u00a0<\/span><\/p>\n

– <\/span>Parent and Family Variables<\/span><\/b>-Several articles in the Research Topic focus as well on that impact school attendance problems.\u202f<\/span>Fornander and Kearney (b)<\/span><\/a>\u202fexamine family environment variables across different levels of absenteeism severity.<\/span>\u00a0<\/span><\/p>\n

\u202f<\/span>– Parenting and Family Environment<\/span><\/b> Wang et al.<\/span><\/a> find intricate patterns related to school engagement, a key predictor of absenteeism.<\/span>\u00a0<\/span><\/p>\n

\u202f- <\/span>Cyberbullying<\/span><\/b> Delgado et al.<\/span><\/a>\u202fexamine profiles to explore school attendance problems.<\/span>\u00a0<\/span><\/p>\n

– <\/span>Perceived Teacher Support<\/span><\/b> Filippello et al.<\/span><\/a>\u202fexamine student satisfaction and frustration at school with regards to support from teachers.<\/span>\u00a0<\/span><\/p>\n

–<\/span>Broader Community Issues<\/span><\/b>– most notably those related to migrant and immigration status.\u202f<\/span>Rosenthal et al.<\/span><\/a> found that many immigrants confront systemic challenges following migration.<\/span>\u00a0<\/span><\/p>\n

-Residential mobility.\u202f<\/span>Green et al.<\/span><\/a>\u202freport that more than one-third of students in their American sample when studying absenteeism, moved at least once in the past year.<\/span>\u00a0<\/span><\/p>\n

Intervention aspects for youth with school attendance problems were also outlined.<\/span>\u00a0<\/span><\/p>\n

–<\/span>Rapid Return to School Approach<\/span><\/b> Maeda and Heyne<\/span><\/a>\u202freport on a rapid approach implemented by education staff. A significant percentage (72%) of intervention cases were classified as treatment responders and 89% of these cases demonstrated a return to school in 1 week.<\/span>\u00a0<\/span><\/p>\n

– <\/span>Cognitive Behavioural Intervention<\/span><\/b> Lomholt et al.<\/span><\/a>\u202freport on a feasibility study for Back2School, a CBT intervention used with Danish youth with school attendance problems. Initial outcomes of the feasibility study revealed a significant increase in school attendance and decrease in psychological symptoms, as well as a significant increase in youth and parent self-efficacy.<\/span>\u00a0<\/span><\/p>\n

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

Questions research raises<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/p>\n

In examining the approaches and research outlined in this article what are the key themes and universal approaches?<\/span>\u00a0<\/span><\/p>\n

What could be tailored for your specific establishment or individual learners expressing school avoidance issues? For example, how could you populate the pyramid of support to personalise it for your setting?<\/span>\u00a0<\/span><\/p>\n

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

Follow up reading suggestions\u00a0<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
Rapid Return for School Refusal: A School-Based Approach Applied With Japanese Adolescents<\/span><\/a> Maeda and Heyne<\/span>\u00a0<\/span><\/p>\n

Back2School Study<\/span><\/a>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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

Forth Valley and West Lothian Regional Improvement Collaborative\u00a0\u00a0 Attendance Focus: August-October 2022\u00a0 Research Summary\u00a0\u00a0 Research reference (with link)\u00a0 School Attendance and Problematic School Absenteeism in Youth- https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2020.602242\/full\u00a0 \u00a0 Research methodology \/ Data Collection methods\u00a0 This is a collection of research studies which focus on absenteeism\u00a0 Key relevant findings\u00a0\u00a0 The primary goal of this research topic …<\/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-5444","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\/5444","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=5444"}],"version-history":[{"count":2,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/5444\/revisions"}],"predecessor-version":[{"id":5461,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/5444\/revisions\/5461"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/media?parent=5444"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/categories?post=5444"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/tags?post=5444"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}