Pub Date : 2022-07-03DOI: 10.1080/13632752.2022.2091895
A. Black
ABSTRACT This article explores and presents various statistics regarding permanent school exclusions in England. Publically available national data, e.g. Permanent and fixed-period exclusions in England (Department for Education, 2021a), are used to identify patterns and thus provide an overview of the number, profile and characteristics (considering variables such as gender, ethnicity) of the population of children and young people permanently excluded in England. The article does not seek to explain the trends, rather it presents them as a ‘where are we’ picture of permanent exclusions in England. It is important to have such an overview in order to contextualise the English education system and view the implications of policy for practice relating to exclusions as demonstrated through pupil numbers and proportionality. The analysis highlights issues of disproportionality and the characteristics of students permanently excluded as well as revealing the ‘under counting’ of those who are excluded. The discussion explores issues around disproportionality, relating these to broader educational issues. Suggestions are made as to how to accurately account for all children and young people who are permanently excluded or ‘off-rolled’.
{"title":"‘But what do the statistics say?’ An overview of permanent school exclusions in England","authors":"A. Black","doi":"10.1080/13632752.2022.2091895","DOIUrl":"https://doi.org/10.1080/13632752.2022.2091895","url":null,"abstract":"ABSTRACT This article explores and presents various statistics regarding permanent school exclusions in England. Publically available national data, e.g. Permanent and fixed-period exclusions in England (Department for Education, 2021a), are used to identify patterns and thus provide an overview of the number, profile and characteristics (considering variables such as gender, ethnicity) of the population of children and young people permanently excluded in England. The article does not seek to explain the trends, rather it presents them as a ‘where are we’ picture of permanent exclusions in England. It is important to have such an overview in order to contextualise the English education system and view the implications of policy for practice relating to exclusions as demonstrated through pupil numbers and proportionality. The analysis highlights issues of disproportionality and the characteristics of students permanently excluded as well as revealing the ‘under counting’ of those who are excluded. The discussion explores issues around disproportionality, relating these to broader educational issues. Suggestions are made as to how to accurately account for all children and young people who are permanently excluded or ‘off-rolled’.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86444985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/13632752.2022.2092273
Martin Mills, P. Thomson
ABSTRACT It seems uncontentious that policy development should be informed by evidence, and that researchers should be engaged to assess available evidence. In this paper, we tell the story of a Rapid Evidence Assessment (REA) about school exclusion, a task intended to inform a ‘root and branch’ policy review. Drawing on Carol Bacchi’s ‘What’s the problem?’ approach, we use the project brief and the changing texts that we wrote to show that, while we began reviewing literature with a generous definition of exclusion, our focus progressively narrowed to encompass only the literatures that fitted with the pre-existing policy definition. Our story shows that a need to focus on big E Exclusion policy eliminated insights about little e exclusion, in particular how wider social relations and the school itself were implicated. The case raises critical questions about how policy evidence about exclusion is produced – and limited.
{"title":"English schooling and little e and big E exclusion: what’s equity got to do with it?","authors":"Martin Mills, P. Thomson","doi":"10.1080/13632752.2022.2092273","DOIUrl":"https://doi.org/10.1080/13632752.2022.2092273","url":null,"abstract":"ABSTRACT It seems uncontentious that policy development should be informed by evidence, and that researchers should be engaged to assess available evidence. In this paper, we tell the story of a Rapid Evidence Assessment (REA) about school exclusion, a task intended to inform a ‘root and branch’ policy review. Drawing on Carol Bacchi’s ‘What’s the problem?’ approach, we use the project brief and the changing texts that we wrote to show that, while we began reviewing literature with a generous definition of exclusion, our focus progressively narrowed to encompass only the literatures that fitted with the pre-existing policy definition. Our story shows that a need to focus on big E Exclusion policy eliminated insights about little e exclusion, in particular how wider social relations and the school itself were implicated. The case raises critical questions about how policy evidence about exclusion is produced – and limited.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85926728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/13632752.2022.2092065
A. Gray, K. Woods, Clare Nuttall
ABSTRACT Opportunities for children to be involved in the decisions made about them are part of current statutory educational legislation. Person-centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements to gather pupil views. However, young people within alternative provisions (APs) may lack opportunities to be heard. This paper reports on an action research project with staff from an AP for children at risk of exclusion. Participants opted to trial the use of the PCP approach ‘Making Action Plans’ (‘MAPs’; carried out virtually due to Covid-19 restrictions) and evaluated the project through two focus groups. Findings indicate that (virtual) use of MAPs requires staff to carefully consider their setting’s structure, needs, capacity and capabilities. Pre-meeting preparation and adapting the MAP process with technology improved engagement, access and alternative ways of working. The MAP process provided a range of positive outcomes as a by-product of its implementation.
{"title":"Person-centred planning in education: an exploration of staff perceptions of using a person-centred framework in an alternative provision","authors":"A. Gray, K. Woods, Clare Nuttall","doi":"10.1080/13632752.2022.2092065","DOIUrl":"https://doi.org/10.1080/13632752.2022.2092065","url":null,"abstract":"ABSTRACT Opportunities for children to be involved in the decisions made about them are part of current statutory educational legislation. Person-centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements to gather pupil views. However, young people within alternative provisions (APs) may lack opportunities to be heard. This paper reports on an action research project with staff from an AP for children at risk of exclusion. Participants opted to trial the use of the PCP approach ‘Making Action Plans’ (‘MAPs’; carried out virtually due to Covid-19 restrictions) and evaluated the project through two focus groups. Findings indicate that (virtual) use of MAPs requires staff to carefully consider their setting’s structure, needs, capacity and capabilities. Pre-meeting preparation and adapting the MAP process with technology improved engagement, access and alternative ways of working. The MAP process provided a range of positive outcomes as a by-product of its implementation.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75753568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/13632752.2022.2092055
Jule Eilts, Ute Koglin
ABSTRACT Bullying and victimisation are extremely damaging behaviours that are present in schools all over the world. However, there is little research on the involvement of students with emotional and behavioural disabilities in the bullying dynamic and their risk and protective factors. Following the PRISMA guidelines, the search terms were entered in bibliographic databases in February 2020. Articles needed to report on empirical studies that examined the association between EBD and bullying with primary data and be published in English in a peer-reviewed journal.Articles were excluded based on certain designs and no verifiable diagnosis. The narrative synthesis includes 12 articles, 8 are included in the meta-analysis. General trends indicate that students with EBD are more frequently victims and perpetrators of bullying. The meta-analysis reveals small to moderate significant effect sizes. Students with EBD are more often involved in the bullying dynamic. The heterogeneity of the studies is low to moderate. The funnel plots demonstrate evidence of publication for perpetration but none for victimisation . Limitations include the varying conceptualisations of bullying behaviour and the limited number of studies focusing on specific disabilities. Although more research is needed, the review provides indications of the significance of developing targeted interventions and preventions.
{"title":"Bullying and victimization in students with emotional and behavioural disabilities: a systematic review and meta-analysis of prevalence rates, risk and protective factors","authors":"Jule Eilts, Ute Koglin","doi":"10.1080/13632752.2022.2092055","DOIUrl":"https://doi.org/10.1080/13632752.2022.2092055","url":null,"abstract":"ABSTRACT Bullying and victimisation are extremely damaging behaviours that are present in schools all over the world. However, there is little research on the involvement of students with emotional and behavioural disabilities in the bullying dynamic and their risk and protective factors. Following the PRISMA guidelines, the search terms were entered in bibliographic databases in February 2020. Articles needed to report on empirical studies that examined the association between EBD and bullying with primary data and be published in English in a peer-reviewed journal.Articles were excluded based on certain designs and no verifiable diagnosis. The narrative synthesis includes 12 articles, 8 are included in the meta-analysis. General trends indicate that students with EBD are more frequently victims and perpetrators of bullying. The meta-analysis reveals small to moderate significant effect sizes. Students with EBD are more often involved in the bullying dynamic. The heterogeneity of the studies is low to moderate. The funnel plots demonstrate evidence of publication for perpetration but none for victimisation . Limitations include the varying conceptualisations of bullying behaviour and the limited number of studies focusing on specific disabilities. Although more research is needed, the review provides indications of the significance of developing targeted interventions and preventions.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85208439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/13632752.2022.2125210
Ronen Kasperski, Eliezer Yariv
ABSTRACT Classroom management and coping with disruptions are a primary source of stress for teachers. However, very little is known about teachers’ considerations when facing daily disruptions in their classes. To bridge this gap, seventy-one K-12 teachers were asked to recall such an incident and describe five alternate responses they considered. Did they respond emotionally or were they able to stay calm and adopt a problem-focused approach? Did they focus on the individual, the group, or both? Did they consider immediate or medium-to-long-term actions? Despite their stress, most teachers were able to adopt a problem-focused approach and refrain from expressing their anger towards disruptive students. They mostly directed their actions towards the interfering student and preferred short-term measures. An algorithm is proposed to illustrate their decision-making process and discuss its benefits for adhering to practical and social considerations.
{"title":"Gut reaction or rational problem-solving? Teachers’ considerations when coping with classroom disruptions","authors":"Ronen Kasperski, Eliezer Yariv","doi":"10.1080/13632752.2022.2125210","DOIUrl":"https://doi.org/10.1080/13632752.2022.2125210","url":null,"abstract":"ABSTRACT Classroom management and coping with disruptions are a primary source of stress for teachers. However, very little is known about teachers’ considerations when facing daily disruptions in their classes. To bridge this gap, seventy-one K-12 teachers were asked to recall such an incident and describe five alternate responses they considered. Did they respond emotionally or were they able to stay calm and adopt a problem-focused approach? Did they focus on the individual, the group, or both? Did they consider immediate or medium-to-long-term actions? Despite their stress, most teachers were able to adopt a problem-focused approach and refrain from expressing their anger towards disruptive students. They mostly directed their actions towards the interfering student and preferred short-term measures. An algorithm is proposed to illustrate their decision-making process and discuss its benefits for adhering to practical and social considerations.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84865215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/13632752.2022.2110704
V. Williamson, M. Larkin, I. Macdonald, Fran Morgan, T. Ford, S. Spence, Tessa Reardon, C. Creswell
ABSTRACT Schools may be well-placed to identify signs of mental health (MH) problems in children; however, there has been little research into how school-based screening and intervention initiatives should be delivered. One-to-one in-depth interviews were carried out with 15 practitioners that support children’s MH within primary school settings. Data were analysed with template analysis. We explored practitioners’ perceptions of a school-based screening/intervention programme for childhood MH problems and views about potential barriers to uptake. Three themes were identified. First, practitioners described feeling overwhelmed by the volume of children requiring support and the limited capacity of their service. Second, practitioners identified potential barriers to engagement in a school screening/intervention programme, including familial concerns about stigma. Finally, practitioners were optimistic that a screening/intervention programme could have positive effects for children who might otherwise not be identified as potentially benefitting from support. This study highlights that a primary school-based screening/intervention programme designed in partnership with stakeholders would be well received by practitioners supporting MH within school settings.
{"title":"Primary school based mental health practitioners’ perspectives of school-based screening for childhood mental disorders and intervention delivery: A qualitative study","authors":"V. Williamson, M. Larkin, I. Macdonald, Fran Morgan, T. Ford, S. Spence, Tessa Reardon, C. Creswell","doi":"10.1080/13632752.2022.2110704","DOIUrl":"https://doi.org/10.1080/13632752.2022.2110704","url":null,"abstract":"ABSTRACT Schools may be well-placed to identify signs of mental health (MH) problems in children; however, there has been little research into how school-based screening and intervention initiatives should be delivered. One-to-one in-depth interviews were carried out with 15 practitioners that support children’s MH within primary school settings. Data were analysed with template analysis. We explored practitioners’ perceptions of a school-based screening/intervention programme for childhood MH problems and views about potential barriers to uptake. Three themes were identified. First, practitioners described feeling overwhelmed by the volume of children requiring support and the limited capacity of their service. Second, practitioners identified potential barriers to engagement in a school screening/intervention programme, including familial concerns about stigma. Finally, practitioners were optimistic that a screening/intervention programme could have positive effects for children who might otherwise not be identified as potentially benefitting from support. This study highlights that a primary school-based screening/intervention programme designed in partnership with stakeholders would be well received by practitioners supporting MH within school settings.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85685567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/13632752.2022.2129369
Marco Walg, Florentine Löwer, Stephan Bender, G. Hapfelmeier
ABSTRACT The aim of this study is to assess adolescent refugees’ psychological distress and examine how reliably caseworkers can assess distress through a proxy-report instrument. The distress of 102 unaccompanied refugees between 16 and 21 years of age housed in youth welfare accommodations in Germany was assessed by self-report using the Brief Symptom Checklist and by proxy-report through the Child Behavior Checklist. Independent of residence status, the self and proxy ratings reveal that more than half of the refugees suffer from increased levels of psychological distress, particularly from anxiety and somatisation. There was a moderate positive correlation between the total scales of the two instruments. The high number of clinically meaningful distress poses a great challenge to caseworkers in facilities for unaccompanied refugees. The Child Behavior Checklist can be a suitable measure to detect clinically meaningful problems, but its validity seems to depend on a good relationship between caseworker and refugee.
{"title":"Domain-specific discrepancies between self- and caseworkers’ proxy- reports of emotional and behavioral difficulties in unaccompanied refugees","authors":"Marco Walg, Florentine Löwer, Stephan Bender, G. Hapfelmeier","doi":"10.1080/13632752.2022.2129369","DOIUrl":"https://doi.org/10.1080/13632752.2022.2129369","url":null,"abstract":"ABSTRACT The aim of this study is to assess adolescent refugees’ psychological distress and examine how reliably caseworkers can assess distress through a proxy-report instrument. The distress of 102 unaccompanied refugees between 16 and 21 years of age housed in youth welfare accommodations in Germany was assessed by self-report using the Brief Symptom Checklist and by proxy-report through the Child Behavior Checklist. Independent of residence status, the self and proxy ratings reveal that more than half of the refugees suffer from increased levels of psychological distress, particularly from anxiety and somatisation. There was a moderate positive correlation between the total scales of the two instruments. The high number of clinically meaningful distress poses a great challenge to caseworkers in facilities for unaccompanied refugees. The Child Behavior Checklist can be a suitable measure to detect clinically meaningful problems, but its validity seems to depend on a good relationship between caseworker and refugee.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73120358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/13632752.2022.2074103
Jaishree Devi, Ananta Kumar Jena
ABSTRACT Animation based online instructional sessions were organised for enhancing learning attainment and cognitive functioning skills for children diagnosed with ADHD symptoms. The study aimed to examine the effectiveness of animation-based instruction for the empowerment of learning attainment in relation to the cognitive functioning in students with ADHD during COVID-19 crisis. Quasi-experimental design was done on students with ADHD (n = 75, 11–12 years) from three different schools of Assam, India. The mean performance of animated cartoon-based instruction and static cartoon-based instruction was found better over the comparison group. Moreover, the ANCOVA result reveals a significant effect of animation and static cartoon-based intervention in learning attainment and cognitive functioning of the participants. Overall, the animation-based instructional approach was particularly effective in favouring development of memory and reasoning capacity in participants. Results demonstrated that as the study used small sample size and lacked proper observation effect, thereby more research is required to come to conclusion about the application of animation-based intervention at different levels of education.
{"title":"Animation based instructional approach for learning attainment and cognitive functioning of Indian children with ADHD during COVID-19 crisis","authors":"Jaishree Devi, Ananta Kumar Jena","doi":"10.1080/13632752.2022.2074103","DOIUrl":"https://doi.org/10.1080/13632752.2022.2074103","url":null,"abstract":"ABSTRACT Animation based online instructional sessions were organised for enhancing learning attainment and cognitive functioning skills for children diagnosed with ADHD symptoms. The study aimed to examine the effectiveness of animation-based instruction for the empowerment of learning attainment in relation to the cognitive functioning in students with ADHD during COVID-19 crisis. Quasi-experimental design was done on students with ADHD (n = 75, 11–12 years) from three different schools of Assam, India. The mean performance of animated cartoon-based instruction and static cartoon-based instruction was found better over the comparison group. Moreover, the ANCOVA result reveals a significant effect of animation and static cartoon-based intervention in learning attainment and cognitive functioning of the participants. Overall, the animation-based instructional approach was particularly effective in favouring development of memory and reasoning capacity in participants. Results demonstrated that as the study used small sample size and lacked proper observation effect, thereby more research is required to come to conclusion about the application of animation-based intervention at different levels of education.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81238234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/13632752.2022.2025646
Andrew Malcolm
ABSTRACT This study set out to explore which practices in alternative provision (AP) settings in England made a difference to post-16 transition success into further education, training or employment. APs provide education for pupils who have been permanently excluded from mainstream schools and those directed there to improve their behaviour. In 2016, 56% of young people transitioning from AP maintained a stable placement in the following year. This study took an approach which combined the analysis of official statistics, freedom of information requests and targeted semi-structured interviews. Findings suggest that practices which increased sustained transitions included; effective and ongoing tracking of ex-students; a high-quality, core academic offer; and opportunities for students to increase their independence by taking well-measured steps outside of their main placement. Additionally, the views of staff and their involvement in, or awareness of, the broader context within which they worked were found to be important. This study evidences the value of comparing outcomes across similar types of setting to improve our understanding of effective practice.
{"title":"Sustaining Post-16 destinations from Alternative Provision: a review of the data and the perspectives of heads from low, mid and high performing schools","authors":"Andrew Malcolm","doi":"10.1080/13632752.2022.2025646","DOIUrl":"https://doi.org/10.1080/13632752.2022.2025646","url":null,"abstract":"ABSTRACT This study set out to explore which practices in alternative provision (AP) settings in England made a difference to post-16 transition success into further education, training or employment. APs provide education for pupils who have been permanently excluded from mainstream schools and those directed there to improve their behaviour. In 2016, 56% of young people transitioning from AP maintained a stable placement in the following year. This study took an approach which combined the analysis of official statistics, freedom of information requests and targeted semi-structured interviews. Findings suggest that practices which increased sustained transitions included; effective and ongoing tracking of ex-students; a high-quality, core academic offer; and opportunities for students to increase their independence by taking well-measured steps outside of their main placement. Additionally, the views of staff and their involvement in, or awareness of, the broader context within which they worked were found to be important. This study evidences the value of comparing outcomes across similar types of setting to improve our understanding of effective practice.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79650213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/13632752.2022.2067704
Amethyst Cunningham, K. Harvey, Polly Waite
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.
{"title":"School staffs’ experiences of supporting children with school attendance difficulties in primary school: a qualitative study","authors":"Amethyst Cunningham, K. Harvey, Polly Waite","doi":"10.1080/13632752.2022.2067704","DOIUrl":"https://doi.org/10.1080/13632752.2022.2067704","url":null,"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.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73679997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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