Accessibility navigation


Secondary school educational practitioners' experiences of school attendance problems and interventions to address them: a qualitative study

Downloads

Downloads per month over past year

Finning, K., Harvey, K., Moore, D., Ford, T., Davies, B. and Waite, P. (2017) Secondary school educational practitioners' experiences of school attendance problems and interventions to address them: a qualitative study. Emotional and Behavioural Difficulties. ISSN 1363-2752

[img] Text - Accepted Version
· Restricted to Repository staff only until 23 June 2019.

394kB

To link to this item DOI: 10.1080/13632752.2017.1414442

Abstract/Summary

School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Anxiety and Depression in Young People (AnDY)
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology
ID Code:74246
Publisher:Taylor and Francis

University Staff: Request a correction | Centaur Editors: Update this record

Page navigation