School attendance problems in children with neurodevelopmental conditions in the UK approximately one year after the COVID-19 pandemic

Totsika, Vasiliki; Kouroupa, Athanasia; Timmerman, Amanda; Allard, Amanda; Gray, Kylie Megan; Hastings, Richard P.; Heyne, David; Melvin, Glenn; Tonge, Bruce John

doi:10.31234/osf.io/65eyx

Cited by 2 publications

(4 citation statements)

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“…However, those who were 'asked to stay away by their school' had the highest average number of days missed (7.2 days). Prior studies in the UK reported a higher percentage of school exclusion than the current study: 9.0% of autistic students (Totsika et al 2020) and 7% of students with a neurodevelopmental disorder (Totsika et al 2022). The difference may point to variation in exclusionary practices between Australia and the UK.…”

Section: Discussioncontrasting

confidence: 72%

“…2020) and 7% of students with a neurodevelopmental disorder (Totsika et al . 2022). The difference may point to variation in exclusionary practices between Australia and the UK.…”

Section: Discussionmentioning

confidence: 99%

“…In prior studies, the SNACK has been used to measure reasons for school non‐attendance among autistic school students (Adams 2022), autistic students with and without ID (Totsika et al 2020) and students with neurodevelopmental conditions (Totsika et al . 2022).…”

Section: Methodsmentioning

confidence: 99%

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Types and correlates of school absenteeism among students with intellectual disability

Melvin

Freeman

Ashford

et al. 2023

J intellect Disabil Res

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Background It appears that students with intellectual disability (ID) are more frequently absent from school compared with students without ID. The objective of the current study was to estimate the frequency of absence among students with ID and the reasons for absence. Potential reasons included the attendance problems referred to as school refusal, where absence is related to emotional distress; truancy, where absence is concealed from parents; school exclusion, where absence is instigated by the school; and school withdrawal, where absence is initiated by parents. Methods Study participants were 629 parents (84.6% mothers) of Australian school students (Mage = 11.18 years; 1.8% Aboriginal and/or Torres Strait Islander) with an ID. Participants completed a questionnaire battery that included the School Non‐Attendance ChecKlist via which parents indicated the reason their child was absent for each day or half‐day absence their child had over the past 20 school days. The absence data presented to parents had been retrieved from school records. Results Across all students, absence occurred on 7.9% of the past 20 school days. In terms of school attendance problems as defined in existing literature, school withdrawal accounted for 11.1% of absences and school refusal for 5.3% of absences. Students were also absent for other reasons, most commonly illness (32.0%) and appointments (24.2%). Of students with more than one absence (n = 217; 34.5%), about half were absent for more than one reason. Students attending mainstream schools had lower attendance than those attending special schools. Conclusions Students with ID were absent for a range of reasons and often for multiple reasons. There were elevated rates of school withdrawal and school refusal. Understanding the reasons for absenteeism can inform targeted prevention and intervention supports.

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Section: Discussioncontrasting

confidence: 72%

“…2020) and 7% of students with a neurodevelopmental disorder (Totsika et al . 2022). The difference may point to variation in exclusionary practices between Australia and the UK.…”

Section: Discussionmentioning

confidence: 99%

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Types and correlates of school absenteeism among students with intellectual disability

Melvin

Freeman

Ashford

et al. 2023

J intellect Disabil Res

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“…There has been a significant increase globally in the presentation of FTLBs over the course of the pandemic, with considerable repercussions on quality of life and access to education. Research has demonstrated the longer-term impact of pandemic-related disruption to education specifically when neurodiversity, anxiety, and unmet needs are present, leading to an increase in school refusal ( 18 ). This highlights the pressing need for health and education services to work together and share information regarding how to support young people with these unmet needs.…”

Section: Discussionmentioning

confidence: 99%

Case report: Advice for schools on managing functional tic-like behaviours

et al. 2022

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There has been an increase in the occurrence of sudden onset functional tic-like behaviours in adolescents during the COVID-19 pandemic, which has had a significant impact on the affected individual’s ability to engage with education. The aim of this article is to generate discussion and inform practice within schools with regard to the management of functional tic-like behaviours. An advice sheet for schools has been produced based on clinical expertise and experience of consulting with schools around the management within education settings. Case examples are presented highlighting the importance and impact of these strategies. We also highlight the need for further evaluation of the effectiveness of the advice sheet in collaboration with schools and families.

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School attendance problems in children with neurodevelopmental conditions in the UK approximately one year after the COVID-19 pandemic

Abstract: The preprint describes analyses that investigates school attendance problems in children with neurodevelopmental conditions in the UK approximately one year after the start of the COVID-19 pandemic.

Cited by 2 publications

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Types and correlates of school absenteeism among students with intellectual disability

Types and correlates of school absenteeism among students with intellectual disability

Case report: Advice for schools on managing functional tic-like behaviours

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