Reducing Truancy and Fostering a Willingness to Attend School: Results from a Randomized Trial of a Police-School Partnership Program

Mazerolle, Lorraine; Antrobus, Emma; Bennett, Sarah; Eggins, Elizabeth

doi:10.1007/s11121-017-0771-7

Cited by 38 publications

(56 citation statements)

References 39 publications

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“…In TPP, police partner with a third party that has a legal provision that police believe may be useful for controlling crime and disorder problems (Mazerolle et al 2017b). Legal levers can include statutes, regulations, by-laws, ordinances or other laws that the police believe can help deter crime, delinquency, or reduce disorder problems (Mazerolle and Ransley 2005, p. 72).…”

Section: Ability School Engagement Programmentioning

confidence: 99%

“…Data for our study come from the ASEP trial. This was a randomized controlled trial that operationalized the key principles of TPP, delivered within the context of a three phase intervention: a FGC, which included the development of an Action Plan; the monitoring of the Action Plan; and an Exit Interview approximately 6 months after the FGC (Bennett et al 2018;Cardwell et al in press;Mazerolle et al 2017aMazerolle et al , 2017b. The goal of ASEP was to address truancy in a cohort of disadvantaged adolescents and thereby decrease their self-reported delinquency, not just in the short run, but over a 2-year follow-up period.…”

Section: Datamentioning

confidence: 99%

“…During the recruitment stage (October 2011 to May 2013), a total of 319 youth were screened for trial eligibility (see Mazerolle et al 2017b, p. 800). To be included in the study, young people had to (1) be between the ages of 10 and 16, (2) have at least one responsible adult in their lives who provides either social and/or financial support, (3) have equal to or less than 85% attendance over the recent three school terms, (4) have no known legitimate excuse for these absences (e.g., chronic illness), (5) could not actively be involved in Pathways to Prevention (see Homel et al 2006), and (6) could not have been contacted to be involved in the ASEP study pilot (Cardwell et al in press;Mazerolle et al 2017b). If the young truant met these six criteria and was enrolled in one of the 11 target schools, researchers attempted to gain provisional consent for participation in the study.…”

Section: Datamentioning

confidence: 99%

“…Another series of eligibility criteria was then used to further narrow down potential respondents: (1) young people needed to have at least 15% or more unexplained absences, (2) the young person and their parent or guardian agreed to partake in the study, and (3) the young person did not have a sibling already in the study (Cardwell et al in press). Out of the 319 youth screened, 217 were eligible for the study but not recruited due to either being unreachable or declining to participate in the Trial (Mazerolle et al 2017b). The remaining 102 youth were recruited in the study and were then randomly allocated into the experiment (N = 51) and control (N = 51) conditions by an independent statistician (Mazerolle et al 2017b).…”

Section: Datamentioning

confidence: 99%

“…Out of the 319 youth screened, 217 were eligible for the study but not recruited due to either being unreachable or declining to participate in the Trial (Mazerolle et al 2017b). The remaining 102 youth were recruited in the study and were then randomly allocated into the experiment (N = 51) and control (N = 51) conditions by an independent statistician (Mazerolle et al 2017b). This paper reports results from four waves of ASEP survey data.…”

Section: Datamentioning

confidence: 99%

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Disrupting the Pathway from Truancy to Delinquency: A Randomized Field Trial Test of the Longitudinal Impact of a School Engagement Program

et al. 2018

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Objective Truancy in adolescence is related to detrimental developmental outcomes over the life-course, including a greater risk for delinquency during adolescence and offending in adulthood. This paper presents results from the Ability School Engagement Program (ASEP): a Third Party Policing partnership between schools and police that sought to disrupt the relationship between truancy and delinquency by communicating, in a procedurally fair dialogue, the legal responsibilities of parents to ensure their children attend school. This paper examines the impact of ASEP on antisocial behavior and the modifying effects of ASEP on the relationship between willingness to go to school and antisocial behavior. Methods ASEP was evaluated under randomized field trial conditions, where 102 truanting young people from a highly disadvantaged urban area in Brisbane, Australia, were randomly assigned to either the ASEP intervention or the business-as-usual condition. Results Utilizing four waves of survey data collected over a 2-year time period, we found evidence that ASEP was related to decreases in self-reported antisocial behavior throughout the 2 years study. We also find that ASEP lessened the negative relationship between willingness to go to school and self-reported antisocial behavior for those in the experimental condition up to 1 year post random allocation. Conclusions Partnerships between schools and police that communicate, in a procedurally fair way, parental legal responsibilities for their children to attend school holds promise for increasing a truanting young person's willingness to go to school and reducing their selfreported antisocial behaviour, at least in the short run.

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Section: Ability School Engagement Programmentioning

confidence: 99%

Section: Datamentioning

confidence: 99%

Section: Datamentioning

confidence: 99%

Section: Datamentioning

confidence: 99%

Section: Datamentioning

confidence: 99%

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Disrupting the Pathway from Truancy to Delinquency: A Randomized Field Trial Test of the Longitudinal Impact of a School Engagement Program

et al. 2018

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School‐based law enforcement strategies to reduce crime, increase perceptions of safety, and improve learning outcomes in primary and secondary schools: A systematic review

Fisher,

Petrosino,

Sutherland

et al. 2023

Campbell Systematic Reviews

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BackgroundSchool‐based law enforcement (SBLE) has become a common intervention. Although SBLE is meant to make schools safer, critics suggest it may not accomplish this purpose, and may have unintended negative consequences such as increasing students’ exclusionary discipline or contact with the criminal justice system. There may also be secondary effects related to perceptions of the school or student learning.ObjectivesThe purpose of this review is to synthesize the literature evaluating the use of SBLE, including outcomes related to (a) crime and behavior problems; (b) perceptions of safety; and (c) learning.MethodsWe conducted a systematic literature search to identify studies that examined outcomes associated with SBLE use. Eligible studies used experimental or quasi‐experimental designs; included samples of students, teachers/staff, schools, or school districts; reported on a policing strategy focused on crime prevention or school safety that did not involve officers teaching a curriculum; included a measure that reflects crime and behavior problems, perceptions of safety, or learning; and were in a primary or secondary school. Following a multi‐stage screening process to identify studies eligible for inclusion, we estimated a series of meta‐analytic models with robust variance estimation to calculate weighted mean effect sizes for each of three main categories of outcomes and commonly occurring subsets of these categories. We examined heterogeneity in these estimates across features of the primary studies’ design.ResultsThe search and screening process yielded 1002 effect sizes from 32 reports. There were no true experiments, and the quasi‐experiments ranged from strictly correlational to permitting stronger causal inferences. SBLE use was associated with greater crime and behavior problems in studies that used schools as the unit of analysis. Within this category, SBLE use was associated with increased exclusionary discipline among studies that used both schools (g = 0.15, 95% confidence interval [CI] [0.02, 0.27]) and students (g = 0.003, 95% CI [0.002, 0.003]) as the unit of analysis. SBLE use was not associated with any measures of crime or violence in schools. SBLE use was associated with greater feelings of safety among studies that used schools as the unit of analysis (g = 0.18, 95% CI [0.13, 0.24]), although this estimate was based on only seven effect sizes from two correlational studies. All the other models, including those examining learning outcomes, yielded null results. None of the moderators tested showed meaningful relationships, indicating the findings were consistent across a variety of study design features.Authors’ ConclusionsThis study's findings provide no evidence that there is a safety‐promoting component of SBLE, and support the criticism that SBLE criminalizes students and schools. Although we found no evidence of differences across methodological features, risk of bias in the primary studies limits our confidence in making causal inferences. To the extent that the findings are causal, schools that invest in strategies to improve safety will likely benefit from divesting from SBLE and instead investing in evidence‐based strategies for enhancing school safety. Schools that continue to use SBLE should ensure that their model has no harmful effects and is providing safety benefits.

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Transformative school–community collaboration as a positive school climate to prevent school absenteeism

Kim

Gentle-Genitty

2020

Journal Community Psychology

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School absenteeism has become a prevalent problem that affects student development and future societies across the world. We examined whether and how the framework for transformative school-community collaboration (TSCC) can be utilized to effectively reduce school absenteeism. To achieve this goal, we analyzed clustered data involving 3428 students within 14 schools that collaborated with communities in providing out-of-school time programs. A generalized ordered logit analysis with clustered standard errors showed that overall TSCC significantly decreased the likelihood of students' school absenteeism. Democratic and empowering structures in the collaboration were particularly significant for reducing the higher level of school absenteeism. We conclude our article with practice implications to translate the core dimensions of TSCC into effective practice.

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Reducing Truancy and Fostering a Willingness to Attend School: Results from a Randomized Trial of a Police-School Partnership Program

Cited by 38 publications

References 39 publications

Disrupting the Pathway from Truancy to Delinquency: A Randomized Field Trial Test of the Longitudinal Impact of a School Engagement Program

Disrupting the Pathway from Truancy to Delinquency: A Randomized Field Trial Test of the Longitudinal Impact of a School Engagement Program

School‐based law enforcement strategies to reduce crime, increase perceptions of safety, and improve learning outcomes in primary and secondary schools: A systematic review

Transformative school–community collaboration as a positive school climate to prevent school absenteeism

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