Secondary School Educational Practitioners' Experiences of School Attendance Problems and Interventions to Address Them: A Qualitative Study

Autor/inn/en	Finning, Katie; Harvey, Kate; Moore, Darren; Ford, Tamsin; Davis, Becky; Waite, Polly
Titel	Secondary School Educational Practitioners' Experiences of School Attendance Problems and Interventions to Address Them: A Qualitative Study
Quelle	In: Emotional & Behavioural Difficulties, 23 (2018) 2, S.213-225 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2017.1414442
Schlagwörter	Attendance; Secondary Schools; Intervention; Qualitative Research; Focus Groups; Learning Experience; Teacher Attitudes; Administrator Attitudes; Employee Attitudes; Resilience (Psychology); Educational Resources; School Support; Change Strategies; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Anwesenheit; Sekundarschule; Qualitative Forschung; Lernerfahrung; Lehrerverhalten; Arbeitnehmerinteresse; Bildungsmittel; Schulförderverein; Lösungsstrategie; Ausland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01