A Meta-Ethnographic Understanding of Children and Young People's Experiences of Extended School Non-Attendance

Autor/inn/en	Corcoran, Shannon; Kelly, Catherine
Titel	A Meta-Ethnographic Understanding of Children and Young People's Experiences of Extended School Non-Attendance
Quelle	In: Journal of Research in Special Educational Needs, 23 (2023) 1, S.24-37 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Corcoran, Shannon) ORCID (Kelly, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1111/1471-3802.12577
Schlagwörter	Attendance Patterns; Truancy; Student Attitudes; Meta Analysis; Ethnography; Foreign Countries; Peer Relationship; Interpersonal Relationship; Student School Relationship; Student Experience; Well Being; Mental Health; Student Needs; United Kingdom + Suchen Sie Ihr Suchwort? Schulabsentismus; Schulschwänzen; Schulverweigerung; Schülerverhalten; Meta-analysis; Metaanalyse; Ethnografie; Ausland; Peer-Beziehungen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schüler-Lehrer-Beziehung; Studienerfahrung; Well-being; Wellness; Wohlbefinden; Psychohygiene; Großbritannien
Abstract	The views of the children and young people experiencing Extended School Non-Attendance difficulties are scarcely represented in the literature. This systematic literature review provides a much needed overview of the existing research evidence through a detailed synthesis of the lived experiences of persistently non-attending young people, using a meta-ethnographic approach. Ten qualitative, UK-based papers were selected and analysed, each of which focused specifically on the direct views of school non-attenders. Using Noblit and Hare's seven-step approach, the analysis generated seven themes: (1) difficult relationships with peer group; (2) inconsistent relationships with and support from adults; (3) negative experiences of school transition; (4) negative experiences of learning in school; (5) emotional wellbeing and mental health needs; (6) others' negative perceptions of the individual's needs; (7) personal beliefs about attendance. Through reciprocal translation of these themes, the overarching higher-order concept was developed relating to the impact of a sense of school belonging. The implications of this review include an enhanced emphasis on the need to gather young people's views early and to use their preferred terminology when discussing their difficulties. While outside the scope of this paper, further research should look to the translation into policy and practice in this area. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01