School staffs’ experiences of supporting children with school attendance difficulties in primary school: a qualitative study

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-01-02 DOI:10.1080/13632752.2022.2067704
Amethyst Cunningham, K. Harvey, Polly Waite
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引用次数: 2

Abstract

ABSTRACT Children’s absence from primary school is associated with lower attainment and social difficulties, and persistent absence at this age often continues or worsens as children progress into secondary education. It is therefore important to intervene early to interrupt this negative trajectory. This study used individual semi-structured interviews to explore the perspectives of eight members of primary school staff, who had experience supporting children with difficulty regularly attending school, from both mainstream and special primary schools in England. Data were analysed using thematic analysis. Participants perceive school non-attendance to be a complex and challenging issue that can have a significant negative impact, and can be caused and maintained by multiple factors related to the child, family and school/education. Participants believe prevention is key and identify several different social/emotional and learning-focused interventions they have used to support children to attend school regularly, with varying degrees of success. Participants emphasise that success of any intervention relies strongly on collaboration between parents, school staff and other agencies involved. Findings from this study suggest that sufficient resource, early intervention, development of a school community, collaboration with families, liaison with other professionals and targeted evidence-based strategies are all important in improving attendance in this age range.
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学校教职员支持小学就学困难儿童的经验:一项质性研究
儿童缺学与较低的学习成绩和社会困难有关,并且在这个年龄段持续缺学通常会随着儿童进入中学教育而继续或恶化。因此,及早干预以中断这一消极轨迹是很重要的。本研究采用独立的半结构化访谈来探讨来自英国主流小学和特殊小学的八名小学工作人员的观点,他们都有帮助有困难的儿童正常上学的经验。采用专题分析对数据进行分析。参与者认为旷课是一个复杂而具有挑战性的问题,可能会产生重大的负面影响,并且可能由与孩子,家庭和学校/教育相关的多种因素引起和维持。参与者认为预防是关键,并确定了几种不同的社会/情感和以学习为重点的干预措施,以支持儿童定期上学,取得了不同程度的成功。与会者强调,任何干预措施的成功在很大程度上取决于家长、学校工作人员和其他相关机构之间的合作。这项研究的结果表明,充足的资源、早期干预、学校社区的发展、与家庭的合作、与其他专业人士的联系以及有针对性的循证策略对于提高这个年龄段的出勤率都很重要。
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来源期刊
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.80
自引率
10.00%
发文量
10
期刊介绍: The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
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