Factors affecting successful reintegration

Thomas, David

doi:10.1080/03055698.2015.955749

Cited by 10 publications

(7 citation statements)

References 41 publications

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“…These findings are similar to another study that provided mainly an adult perspective (Thomas, 2015). The mixed methods research investigated how both teachers and students play active roles in student reintegration.…”

Section: Willingsupporting

confidence: 84%

Under the skin of truancy in Aotearoa (New Zealand): A grounded theory study of young people’s perspectives

Baskerville¹

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<p>Truancy is a longstanding, unresolved educational issue in countries where there are compulsory attendance policies. Taking time out from class without permission is illegal and negatively influences future functioning for students who truant in regards to employment, family and community. Truancy represents a long-term cost to society in expenditure on health, well-being and incarceration. Previous research has focused on key demographic variables related to truancy, causal factors, and a variety of viewpoints. However, there has been a paucity of evidence about truancy from student perspectives. Therefore, the purpose of this research was twofold; (1) to investigate how secondary school students who truant constructed meaning about their experiences, and (2) to develop a substantive theory that identified how participants constructed the processes involved in truanting. This thesis used a grounded theory approach, concurrently gathering and analysing data generated through interviews with 13 young people from three schools and an activity centre. Students in the study referred to truanting as wagging. In respect of this, the study presents a process theory of wagging which identifies four stages: Wagging-in-class; leaving; awakening, and reincluding. The study contributes to truancy scholarship in several ways, which include the experiences and challenges occurring in class and in their personal lives that contribute to youth truanting; how youth reposition themselves when they truant; the nature of their interactions and the group they truant with; what causes them to realise there is no future value in truanting; the conditions that support them to reintegrate in class after truanting; and why they are able to return and attend school regularly after truanting. Further findings indicate that teacher intentional behaviours and student willingness to change are necessary to support the further development of inclusive practices in schools required to address truancy. The recommendations made for school leaders, teachers, counsellors, teacher educators and policy makers include four suggestions: (1) building teacher-student rapport, links with whānau, and school connectedness; (2) more proactive, sustained and consistent monitoring of student attendance; (3) reviewing school systems to foster inclusiveness and student attendance; and (4) providing a strong focus on inclusiveness within teacher education and professional development programmes. Future research and development opportunities are also identified, for example, the design of an ethnodrama to disseminate the results of this study and to heighten awareness of the dangers of wagging to students and the community. The intention is also to research the audience reactions and responses to the ethnodrama. This thesis also draws attention to the need for further studies to replicate the design features of the present study in other contexts so as to confirm, modify, extend or challenge the process theory of wagging that has emerged from this research.</p>

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Section: Willingsupporting

confidence: 84%

Under the skin of truancy in Aotearoa (New Zealand): A grounded theory study of young people’s perspectives

Baskerville¹

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“…One chief officer of the health and family sector said that it was a "very big step in segregation" and expressed concern about such measures. Results from other PRUs are that stigma was associated with being transferred from a regular school to a PRU [29]. Several participants in this study reported that school staff threatened misbehaving students with transfer to the PRU, and one student said that, as a PRU student, he was regarded as a prisoner.…”

Section: Stakeholder's Views Of the Prumentioning

confidence: 77%

The PRU: The Solution for Whom?

Malmqvist

2021

Education Sciences

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In Sweden, pupil referral units (PRUs) have been recommended by the government, suggesting that “inclusion has gone too far”. This governmental recommendation is not based on research focusing on PRUs, as such research is sparse. Furthermore, there has been a lack of evaluations of the efficacy of PRUs, and no national evaluations of such provision have been undertaken. Furthermore, more attention must be paid to PRU students’ own perspectives and experiences as we lack knowledge of their needs and situation. This study aimed to investigate how educational needs have been and should be addressed in one PRU according to nine stakeholder groups, for example, current students, former students, parents, school staff, and various groups of people who, in their work, were responsible for deciding about the PRU (e.g., chief education officers or politicians) or supporting the PRU (e.g., school healthcare unit staff). Comparative analysis of all groups’ perceptions considered similarities and differences of views of this topic. Preliminary results indicate substantial between- and within-group variation concerning the purpose of the PRU and uncertainty about educational quality, partly due to insufficient documentation. Some students described a “Catch-22”: having been told to catch up educationally with peers and that PRU placement would help in this, they were disappointed, as the emphasis on non-educational practices impeded catching up.

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“…Reincluding is an existing concept in the language of returning long-term absentee students to mainstream education. Thomas ( 2015, p. 191 ) suggested coining the term reinclusion for two reasons. First, reincluding reflects schools’ willingness to accommodate students, which he maintains is foundational to success.…”

Section: Reincludingmentioning

confidence: 99%

Reincluding: Providing Support to Reengage Youth who Truant in Secondary Schools

Baskerville

2022

Continuity in Education

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Truancy, a complex, unresolved educational issue in countries with compulsory attendance policies, has the potential to cause further educational inequity in times of a global COVID-19 pandemic. At the time of this study, there was a paucity of research regarding youth perspectives of truancy compared to adult perspectives. To address this gap in truancy scholarship, data from a grounded theory study were used to indicate how a sample of 13 students who were truant in New Zealand explained their experiences of reinclusion in learning after persistent absences. Findings showed that support by a significant adult, not necessarily a teacher, and peers were vital in helping youth who are truant to develop a positive and determined attitude to reengage with learning. Results will support school leaders, counsellors, and teachers to further develop inclusive approaches that promote student well-being and achievement.

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Factors affecting successful reintegration

Cited by 10 publications

References 41 publications

Under the skin of truancy in Aotearoa (New Zealand): A grounded theory study of young people’s perspectives

Under the skin of truancy in Aotearoa (New Zealand): A grounded theory study of young people’s perspectives

The PRU: The Solution for Whom?

Reincluding: Providing Support to Reengage Youth who Truant in Secondary Schools

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