Truancy and well-being among secondary school pupils in England

Attwood, Gaynor; Croll, Paul

doi:10.1080/03055698.2014.955725

Cited by 56 publications

(64 citation statements)

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“…School plays a key role in children's academic, emotional and social development. Frequent absence from school is a risk factor for poor academic outcomes (Credé, Roch, & Kieszczynka, ), social isolation (Kearney, Pursell, & Alvarez, ), economic deprivation (Kearney, ) and future unemployment (Attwood & Croll, ). In the United Kingdom, 56.7 million school days were missed in 2016/2017 due to pupil absence, and 10.8% of children were deemed ‘persistently absent’ as a result of missing 10% or more of school sessions in that academic year (Department for Education, ).…”

Section: Introductionmentioning

confidence: 99%

Review: The association between anxiety and poor attendance at school – a systematic review

Finning

Ukoumunne

Ford

et al. 2019

Child Adoles Ment Health

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Background Anxiety may be associated with poor attendance at school, which can lead to a range of adverse outcomes. We systematically reviewed the evidence for an association between anxiety and poor school attendance. Methods Seven electronic databases were searched for quantitative studies that reported an estimate of association between anxiety and school attendance. Anxiety had to be assessed via standardised diagnostic measure or validated scale. Articles were screened independently by two reviewers. Meta‐analyses were performed where possible, otherwise results were synthesised narratively. Results A total of 4930 articles were screened. Eleven studies from six countries across North America, Europe and Asia, were included. School attendance was categorised into: (a) absenteeism (i.e. total absences), (b) excused/medical absences, (c) unexcused absences/truancy and (d) school refusal. Findings from eight studies suggested associations between truancy and any anxiety disorder, as well as social and generalised anxiety. Results also suggested cross‐sectional associations between school refusal and separation, generalised and social anxiety disorders, as well as simple phobia. Few studies investigated associations with absenteeism or excused/medical absences. Conclusions Findings suggest associations between anxiety and unexcused absences/truancy, and school refusal. Clinicians should consider the possibility of anxiety in children and adolescents with poor attendance. However, there is a lack of high quality evidence, little longitudinal research and limited evidence relating to overall absenteeism or excused/medical absences, despite the latter being the most common type of absence. These gaps should be a key priority for future research.

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Section: Introductionmentioning

confidence: 99%

Review: The association between anxiety and poor attendance at school – a systematic review

Finning

Ukoumunne

Ford

et al. 2019

Child Adoles Ment Health

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“…Absenteeism has been associated with: alienation in school (Reid, 2014); strained student-teacher relationships (DeSocio et al, 2007); and lowered academic performance (Mac Iver, 2011;Attwood and Croll, 2015), amongst other consequences. A cycle of disengagement can quickly arise, where the student becomes isolated from peers and staff, thereby further straining their connection to the school (Ekstrand, 2015).…”

Section: Absenteeismmentioning

confidence: 99%

Policy With an Asterisk: Understanding How Staff in Alternative School Settings Negotiate a Mandatory Attendance Policy to Meet the Needs of Their Students

Birioukov-Brant

Brant-Birioukov

2019

Front. Educ.

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Compulsory school attendance is enacted legislation in every Canadian province. Provincial Ministry of Education attendance expectations trickle down to the school boards, which create mandatory attendance policies stipulating that students be present at school irrespective of their ability to attend. A body of literature has documented the numerous and often insurmountable obstacles many youths face with respect to consistently attending school. Issues that impede consistent attendance include abuse, poverty, violence, and mental health disorders. However, attendance policies do not pay credence to these issues. Rather, school educators are expected to follow the policies in their rigid conception. This creates tension for the educators, who are expected to uphold unilaterally imposed policies, and yet enact these policies in such a way that does not compromise their students' education. Educators working in alternative schools are often confronted with this moral dilemma because these schools serve high numbers of students often absent from school. As such, we sought to understand the professional and ethical tensions alternative high school staff experience when navigating the enforcement of mandatory attendance polices. This study was carried out in a large city in the Canadian province of Ontario, where the school board's attendance policy requires students over the age of 18 to be demitted from enrollment if they miss 12 consecutive days of school without a "legitimate" excuse. Semi-structured interviews with 16 staff members in four alternative high schools revealed the inherent difficulty of responding to the needs of students by allowing them to miss some school while also meeting the legal obligations of the mandatory attendance policy established by the school board. We argue that these alternative school educators are active policy makers in their own right, as they interpret, co-opt, appropriate, and negotiate the attendance policy with the realities of their students' lives. Policy With an AsteriskFrontiers in Education | www.frontiersin.org

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“…Similarly, when observing absenteeism in low-achieving students, Reid (2012) reported that such students held the behavioral traits of poor academic self-concepts, poor self-directedness, poor-regard, and low self-esteem. Also, to substantiate their findings, researchers have explored student responses for the causes of absenteeism, reporting high levels of feeling too distressed to cope with school expectations and a dislike of many aspects of classroom rigor (Attwood & Croll, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Positive Academic and Behavior Support Services: School Failure Prevention Plan

Berry¹,

Martin²,

Martin³

2019

ESJ

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Urban middle school students experience poor self-efficacy and poor attitudes toward school climates after being retained. Previous research has indicated that grade-level retention in primary and secondary education might cause long-term achievement gaps, school failure, and high school dropout rates. However, current research has yet to examine relationships between archival data retrieved on retained middle school students' achievement outcomes and perceptions of school climate. The purpose of this nonexperimental, quantitative study was to assess the relationships between retained middle school students' self-efficacy as measured by the School Climate Survey and their performance outcomes as measured by PowerSchool ® . Bandura's theory of self-efficacy maintains that an individual must have the belief, motivation, determination, and drive to persevere when challenged. The archival data was collected from one Northeastern urban middle school in the United States representing underachieving participants (N = 45) enrolled in the Postive Academic and Behavioral Support Program during the academic school years of 2017 and 2018. Population groups of females and males students ranged in age between 11-14 years old. A repeated measure design analyzed the same participants over 6 months by measuring archival data on achievement (grade point average [GPA]); attendance; and demographics (sex and age). Results showed significant increases in GPAs and significant increases in males' positive perceptions of school over the school years of 2017 and 2018. The results of this study could be useful for education professionals working in urban school districts providing support services to at-risk students facing school failure.

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Truancy and well-being among secondary school pupils in England

Cited by 56 publications

References 8 publications

Review: The association between anxiety and poor attendance at school – a systematic review

Review: The association between anxiety and poor attendance at school – a systematic review

Policy With an Asterisk: Understanding How Staff in Alternative School Settings Negotiate a Mandatory Attendance Policy to Meet the Needs of Their Students

The Relationship Between Positive Academic and Behavior Support Services: School Failure Prevention Plan

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