'She Didn't Know How to Go Back': School Attendance Problems in the Context of the COVID-19 Pandemic--A Multiple Stakeholder Qualitative Study with Parents and Professionals

Autor/inn/en	McDonald, Brontë; Lester, Kathryn J.; Michelson, Daniel
Titel	'She Didn't Know How to Go Back': School Attendance Problems in the Context of the COVID-19 Pandemic--A Multiple Stakeholder Qualitative Study with Parents and Professionals
Quelle	In: British Journal of Educational Psychology, 93 (2023) 1, S.386-401 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lester, Kathryn J.) ORCID (Michelson, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12562
Schlagwörter	COVID-19; Pandemics; School Closing; Attendance; Elementary School Students; Intervention; Parent Attitudes; Stakeholders; Barriers; Parent School Relationship; Peer Groups; Social Support Groups; Special Education; Foreign Countries; Professional Personnel; United Kingdom (England) + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Anwesenheit; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Gleichaltrigengruppe; Peer Group; Social support; Soziale Unterstützung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Personalbestand
Abstract	Background: The COVID-19 pandemic resulted in school closures worldwide and unexcused absences have increased since schools reopened. Aims: Drawing on multiple stakeholders' perspectives, we aimed to (i) develop a detailed understanding of how school attendance problems (SAPs) have manifested for primary school-aged children in the context of COVID-19; and (ii) identify promising community-based intervention strategies. Methods: We used a qualitative design with two sequential phases of data collection. Phase 1 involved insight generation using qualitative surveys with parents and professionals working in primary education settings. These results were used to guide in-depth stakeholder interviews in Phase 2. Sample: Phase 1 included 29 parents of primary-school children experiencing SAPs and 19 professionals. Phase 2 included 10 parents and 12 professionals. Parents were recruited through social media; professionals were identified through schools and associated networks in Southern England. Results: Attendance was particularly challenging for children with special educational needs and pre-existing anxiety problems. Compounding factors included COVID-related anxiety, difficulties adapting to new school routines, poor home-school communication and collaboration, and concerns about academic catch-up. Effective support was characterized by schools and families working closely together. Recommendations for practice improvements centred on early intervention, re-building parent-school relationships, peer support for parents, and improving special educational provision. Conclusion: New interventions for SAPs must be sensitive to the ongoing COVID-19 context. Help should be easily accessible in the community and address modifiable risk and protective factors for individual children, in family systems, and at the home-school interface. (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