School Truancy Research Articles

Ortaokul Öğrencilerinin Okula Devamsizlik Nedenleri (Söke İlçesi Örneği)

Ozet Ortaokullarda ogrenim gormekte olan devamsiz ogrencilerin devamsizlik nedenlerinin ortaya cikarilmasini amaclayan bu arastirmada nitel arastirma desenlerinden olgu bilim (fenomonolojik yaklasim) kullanilmistir. Arastirmanin calisma grubunu; Aydin ili Soke ilcesinde 2013-2014 ogretim yili icerisinde 20 gun ve uzerinde devamsizlik yapan ogrenci sayisi en fazla olan ortaokul olusturmustur. Arastirma kapsaminda olan bu ortaokul amacli ornekleme yontemlerinden biri olan aykiri durum orneklemesi ile secilmistir. Bu okulda devamsizlik yapan ogrencilerin tamami calismaya dahil edilmek istenmis ancak arastirmaya gonullu olarak 27 ogrenci katilmis ve dogal olarak bu grup arastirmanin calisma grubunu olusturmustur. Arastirmada; veri toplamak icin arastirmaci tarafindan hazirlanan veri toplama araci kullanilmistir. Veri toplama araci uygulama oncesi uygulama yapilacak okulda devamsizlik yapan iki ogrenciye uygulanmistir. Onlardan alinan donutler sonucu arastirma tarafindan veri toplama aracina son sekli verilmistir. Veri toplama araci arastirmacilar tarafindan devamsizlik yapan ogrencilere yuz yuze goruserek uygulanmistir. Calisma grubundan elde edilen veriler nitel arastirma analiz teknikleri ile incelenmistir. Elde edilen veriler tema ve alt temalara ayrilmis; frekans ve yuzdelerine de bakilarak degerlendirilmistir. Arastirma sonucunda devamsizlik yapan ogrencilerin; devamsizlik nedenlerinin basinda ailevi nedenlerin geldigi bunu sirasi ile kisisel, saglik ve arkadas cevresi kaynakli nedenlerin izledigi tespit edilmistir . Anahtar Kelimeler: ortaokul, ogrenci, devamsizlik, devamsizlik nedenleri Reasons For Absence Of Middle School Students (The Sample Of Soke Province) Abstract Students who are studying in secondary schools staple causes of absenteeism in this study aimed at uncovering cases of qualitative research design science (phenomenological approach) is used. The study group; In Aydin 20 days in a school year, and with the greatest number of students who are absent on the middle school and secondary school formed in the town of Aydin's Soke in 2013-2014 academic year that have been identified. This part of the study, one of the secondary infractions purposive sampling method was selected by sampling. All students in this school truants were asked to be included in the study but 27 students participated in the study voluntarily and naturally this group formed the study group In the study ; data collection tool to collect data prepared by the researcher was used. Data collection tool to be applied before the application was applied two students at the school who have absenteeism. They are the result of feedback received from the survey is finalized by the data collection tool. Data collection tool by researchers truants were administered face to face consultation. The data obtained from the study group were examined by qualitative research analysis techniques. The resulting data divided into themes and sub-themes; was assessed by using frequency and percentage of the data. Students who are absent as a result of research; the leading cause of absenteeism as it comes with a personal family reasons, health and the environment originating from a friend of the reasons that follow have been identified. In this study, the findings and the recommendations made research was delivered to the county's district national education directorates. Keywords: Secondary school, students, absenteeism, causes of absenteeism

The current state of truancy reduction programs and opportunities for enhancement in Los Angeles County

School truancy, defined as any intentional unauthorized or illegal absence from school, influences, and is influenced by, multiple academic, health, and social factors. This project sought to describe how truancy-reduction systems are operating in Los Angeles County and identify the highest priority policy and program options to effectively address truancy. The Department of Public Health convened an expert panel and collected data through literature review, key informant interviews, focus groups, and surveys. Results describe the interconnected players that are working to address truancy. Recommendations focus on increasing school-based efforts, identifying innovative ways to address students' and families' physical and mental health needs, enhancing coordination across partners and elevating their commitment, expanding evidence-based programs, and enhancing data collection efforts to better identify additional effective strategies. Other jurisdictions can build off our prioritization framework to describe the current state of their systems and identify promising programs to augment system functioning.

Protocol for a systematic review: School‐based interventions for reducing disciplinary school exclusion: A systematic review

Protocol for a systematic review: School‐based interventions for reducing disciplinary school exclusion: A systematic review

School Truancy: Poor School Attenders’ Perceptions of the Impact Regarding Dysfunctional Teacher-Learner Relationships on Truant Behaviour

The aim of this paper was to explore truants’ perceptions of the impact of teacher’s behaviour and attitudes on their school attendance. An in-depth literature study of the latest research on truancy uncovered that past truancy research focussed predominantly on the influence of home and community related influences in causing school truant behaviour. Three hundred eighth grade learners in the Metro East Education District (MEED) in the Western Cape, South Africa, participated in a survey measuring learners’ perceptions of the effects teacher-learner relationship on school and lesson attendance. The research findings suggest that respondents perceive unfavourable school experiences including being rejected, discriminated against by teachers and subjection to undue and humiliating punitive measures as significant grounds for their deliberate absence from lessons and ultimately dropping out of school. In presenting the research findings, it is argued that teachers often overlook the effects their class room conduct and attitudes may have on learners’ sense of belonging in school, learner school attendance and how learners view them. Therefore, it is strongly recommended that education authorities take account of the research findings of dysfunctional learner-teacher relationships in combatting school truancy. DOI: 10.5901/mjss.2014.v5n23p1056

Student behavioral engagement as a mediator between teacher, family, and peer support and school truancy

This study investigated the associations between student's behavioral engagement; teacher, family, and peer emotional support; and school truancy. Student-reported data of 821 Finnish junior high school students were analyzed using structural equation modeling. Teacher and family support were positively associated with student behavioral engagement, which in turn was negatively associated with truancy. Behavioral engagement mediated the associations between teacher and family emotional support and truancy. The results highlight the pivotal roles of teacher and family emotional support in fostering student behavioral engagement and preventing truancy in junior high schools. Students who are attached to their teachers and parents are likely to conform to their expectations and not to play truant from school.

Impact of Brief Intervention Services on Drug-Using, Truant Youth Arrest Charges Over Time

School truancy is a serious concern in the United States, with far-reaching negative consequences. Truancy has been positively associated with substance use and delinquent behavior; however, research is limited. Consequently, the Truancy Brief Intervention Project was established to treat and prevent substance use and other risky behaviors among truants. This article examines whether the Brief Intervention program is more effective in preventing future delinquency over a 12-month follow-up period than the standard truancy program. Results indicate the Brief Intervention was marginally significant in effecting future delinquency among truants, compared to the standard truancy program. Future implications of this study are discussed.

Peer Victimization and Adolescent Adjustment: Does School Belonging Matter?

Recent research highlights the role of peer victimization in students’ adjustment across a variety of domains (e.g., academic, social), but less often identifies potential mediating variables. In the current study, we tested for direct effects from peer victimization to adolescents’ academic behavior and alcohol use, as well as indirect effects through school belonging. Adolescents from two large samples (middle school: N = 2,808; high school: N = 6,821) self-reported on peer victimization, school belonging, academic outcomes (GPA, school truancy), and alcohol use (lifetime, past 30 days). Two-group structural equation models revealed (a) direct and indirect paths from peer victimization to academic functioning; (b) indirect, but not direct, effects through school belonging for lifetime drinking; and (c) direct and indirect effects from peer victimization to current drinking. Findings implicate school belonging as a mediator between peer victimization and important outcomes in adolescence.

Assessing the connection between health and education: identifying potential leverage points for public health to improve school attendance.

We examined multiple variables influencing school truancy to identify potential leverage points to improve school attendance. A cross-sectional observational design was used to analyze inner-city data collected in Los Angeles County, California, during 2010 to 2011. We constructed an ordinal logistic regression model with cluster robust standard errors to examine the association between truancy and various covariates. The sample was predominantly Hispanic (84.3%). Multivariable analysis revealed greater truancy among students (1) with mild (adjusted odds ratio [AOR] = 1.57; 95% confidence interval [CI] = 1.22, 2.01) and severe (AOR = 1.80; 95% CI = 1.04, 3.13) depression (referent: no depression), (2) whose parents were neglectful (AOR = 2.21; 95% CI = 1.21, 4.03) or indulgent (AOR = 1.71; 95% CI = 1.04, 2.82; referent: authoritative parents), (3) who perceived less support from classes, teachers, and other students regarding college preparation (AOR = 0.87; 95% CI = 0.81, 0.95), (4) who had low grade point averages (AOR = 2.34; 95% CI = 1.49, 4.38), and (5) who reported using alcohol (AOR = 3.47; 95% CI = 2.34, 5.14) or marijuana (AOR = 1.59; 95% CI = 1.06, 2.38) during the past month. Study findings suggest depression, substance use, and parental engagement as potential leverage points for public health to intervene to improve school attendance.

Acting Up or Opting Out: An Analytical Literature Review of Extant South African and International School Truancy Studies

The common purpose of this article is to review recent international and South African research on school truancy and the implementation of intervention strategies. The specific aim is to examine the effects of interventions on school attendance in order to inform policy, practice and research. Consequently, this review is limited to a consideration of definitional issues, causes of truancy and non-attendance and on recent trends in truancy intervention research. Much of the research draws attention to the fact that there is a diversity of views as to causal factors of this behaviour. Some suggest that school truancy is the effect of dysfunctional family backgrounds and home life, education systems which fail learners, unjust social and economic systems as well as psychological traits among learners such as low level of self-esteem and poor self-concept. The article concludes with a discussion on intervention strategies aimed at reducing the prevalence of truant behaviour. It is also envisaged that the implications of this review will provide evidence, guidance as well as some caution for future researchers who wish to advance the study of truant behaviour among students and the implementation of intervention strategies. DOI: 10.5901/mjss.2014.v5n16p322

Truants’ Perceptions of Family Factors as Causes of School Truancy and Non-attendance

KEYWORDS Attendance-Problems. Lesson-Absence. Parents. Social Workers. Systems-Theory ABSTRACT There is a growing recognition that truancy or skipping is not solely due to school related factors, but may stem from among other, dysfunctional home circumstances as well. This paper explores truants' perceptions of the role of family-based factors in causing school and lesson non-attendance. An in-depth exploration of extant available literature on school truancy revealed that unfavourable family circumstances is becoming a serious cause of challenging behavioural problems adolescents present with. The study used a mixed method approach and is based on the completion of questionnaires and focus group discussions with adolescent learners. The research findings suggest that the respondents, particularly those who featured as classical truants, perceived their home circumstances as highly unfavourable and disruptive of their school attendance. This study highlighted the seriousness and complexity of truancy and demonstrated that dysfunctional home factors may lead to several social problems among learners including school truancy and non-attendance.

Strategies Employed by Primary School Teachers in Sadza Cluster in Managing Truancy

This study looked at the strategies which were employed by primary school teachers in Sadza cluster in managing truancy in primary schools. A descriptive survey was carried out at five randomly sampled schools. Structured interviews were carried out with heads of schools and questionnaires were administered to randomly sampled teachers. Documents were analysed to establish the frequency of truancy in schools. The results of the study indicated that truancy was rampant in Sadza cluster. Some of the strategies used were collaborative and dialogical solutions to the problems, teacher-parent consultations and providing a motivating curriculum. The study recommended that the peer group and the community at large should be included in truancy management programmes.

The Influence of Social Media on the Prevalence of Sexual Harassment among Teenagers: A Case Study of Secondary Schools in Kandara Sub-County, Kenya

Social media use by teenagers in secondary schools is on the increase with more and more students accessing face book, twitter, You-tube, email and other social sites. Whereas students use such social networking positively, the amount of time spent on the sites that consume academic time has resulted to alarming poor performance which research has associated with lack of adequate revision time, inadequate sleep amounting to poor concentration, and truancy in schools. Sexual harassment is on the increase, defiant sexual behaviors which include: lesbianism, homosexuality, multiple sexual partners and rapes amongst the students are on the increase due to sharing of pornographic images. Research has reported online sex where teenagers engage in sex with their partners on the screens through fantasy. Descriptive case study design was used to investigate from the respondents how their social media use has led to sexual harassment and consequently poor grades. This lowers a country’s production due to under skilled workers and unemployment heightening insecurity. The study was to establish how the respondents’ engagement in sexual immorality had been modeled by social media by their being primary or secondary consumers of the various sites. Simple random sampling was used in selection of 13 schools and a sample size of 320 respondents based on the school population. Social Norms Theory was used as the theoretical framework to explain the variables used in the research. Recommendations to parents, teachers and the Ministry of Education were provided as a call to all to reinforce useful utilization of social media by the teenagers and appropriate measures to curb sexual harassment in schools.

The stability of child protection placements in Québec, Canada

This is the first Canadian longitudinal study to use province-wide clinical-administrative data to explore the factors most associated with changing out of home placements. Clinical-administrative child protection data were merged with Canadian Census data for the province of Québec and the final dataset included 29,040 children admitted to out-of-home care for the first time between April 1, 2002 and March 31, 2011. Cox proportional hazard results indicate that older youth, specifically those aged 10 to 13years at initial placement, have the highest risk to experience the most placement changes over time. The increased risk of placement changes for older youth was statistically explained by a combination of male gender, behavioral problems, school truancy and school neglect, residential or group care at initial placement, request for youth criminal justice services, number of investigations, and neighborhood area socioeconomic disadvantages. Neighborhood area socioeconomic disadvantages were only considered a statistically significant predictor of older youth changing placements at least three times, but not for younger children, or for youth experiencing fewer placement changes.

Attention deficit hyperactivity disorder: clinical update

Attention deficit hyperactivity disorder (ADHD) is characterised by inappropriate levels of inattention, hyperactivity, and impulsivity: the core symptoms. It is the most common neurobehavioural childhood disorder affecting 5% of children and 2–4% of adults worldwide.1 The National Institute of Health and Care Excellence (NICE)1 acknowledges ADHD as a lifespan developmental disorder: up to 60% of children have difficulties in adulthood.2 Each GP has approximately 20 children and 20 adults with ADHD at one time. Many remain undiagnosed and often suffer unnecessarily with adverse long-term outcomes. ADHD is highly heritable, occurring more frequently in boys.1 Those without hyperactivity, particularly girls, tend to be overlooked. A positive family history is the biggest risk factor for ADHD.1 ADHD can affect mental health, behaviour, self-esteem, and emotional development in children and adolescents and causes significant dysfunction along with parental distress. Children with ADHD often underperform academically, with increased school truancy and expulsion.3 Untreated ADHD places heavy demands on health, social, and educational resources. This group of patients should be considered when planning child mental health, educational services,1 and adult psychiatry services with seamless transition services for adolescents. Structural and functional differences exist in the brains of patients with ADHD, including slower electrical responses to certain stimuli and a reduction in dopamine receptors, correlating with inattention. First-line medications increase dopamine and noradrenaline release in the extraneuronal space. Others block neurotransmitter transport and reuptake. Some core symptoms may be absent; hyperactivity often reduces with age. Impulsivity causes less ability to think of behaviour …

A conceptual framework for understanding the association between school bullying victimization and substance misuse.

This article reviews current research findings and presents a conceptual framework for better understanding the relationship between bullying victimization (hereafter referred to as victimization) and substance misuse (hereafter referred to as SM) among adolescents. Although victimization and SM may appear to be separate problems, research suggests an intriguing relationship between the 2. We present a brief, empirical overview of the direct association between victimization and adolescent SM, followed by a proposed conceptual framework that includes co-occurring risk factors for victimization and SM within family, peer, and school and community contexts. Next, we discuss potential mediators linking victimization and SM, such as internalizing problems, traumatic stress, low academic performance, and school truancy and absence. We then identify potential moderating influences of age, gender and sex, social supports, and school connectedness that could amplify or abate the association between victimization and SM. Finally, we discuss practice and policy implications.

Challenges to Neuroscience and Public Policy Derived from New Trends and Patterns of Inhalant Misuse

Use of inhalants (solvents, aerosols, gases, and nitrites) is a worldwide practice, mainly among children and adolescents in whom toxic effects are more detrimental than in adults. Inhalant misuse is increasing among young adults linked to new and more attractive presentations; it is more common among those coming from poor communities with high violence and delinquency levels, and also among street children and adolescents. Voluntary inhalant misuse is more frequent among males, but the gender gap is narrowing. The risk of developing dependence is well established, especially if inhalant misuse begins at an early age. Suicidality and comorbidity with psychiatric disorders are also common. Regular users are more likely to show deviant behavior, school truancy, and lower school grades. Family history of antisocial behavior has also been reported. Abuse of nitrites is associated with a higher risk of HIV. In general, abuse of inhalants increases the risk of morbidity and mortality. In spite of this evidence, these substances have received less attention than other misused drugs. This review shows results from epidemiology, psychosocial, and treatment research to draw attention to gaps of knowledge that require the involvement of neurosciences and clinical research and to propose policy options.

EPA-0860 – Quantitative and qualitative psychological autopsy of 70 high school students: tragic vs. regressive narratives

Aim To analyze lifetime narratives, risk factors, family profiles, internal and external signs of distress and environmental reaction to it, using the method of psychological autopsy and narratives typology analysis in order to better understand and predict suicide in high schools. Method The psychological autopsy of 70 high school students suicide victims (54 Jewish, 50 males, 43 born in Israel) were analyzed post mortem using quantitative, qualitative and narrative approach. Results We traced two leading narratives: tragic and regressive. Specific risk factors were found including gender, school mal-behavior and truancy, low school grades and learning disorders. Fight with parents and teachers especially with humiliation aspects were a major facilitating factor. Despite the fact that most of the victims gave sings of distress, the adults in their life did not notice it while the peers noticed but refused to believe they are true. Methods of suicide did not differ significantly between genders in this sample. Yet, 20% of the suicide victims were excellent students and fitted the tragic life narratives. They had lower rate of mental disorders (p=0.03), shorter crisis (p=0.006), and less life events (p=0.03) when compared with those with regressive narratives. Conclusions We identify two major life narratives in high school students suicides: tragic and regressive. School truancy for the regressive narratives and fight with authority figures and humiliation for the tragic narratives are major risk factors at high school and should be a focus of prevention programs.

Reducing Jail Recidivism for Women With Co-Occurring Disorders

Reducing Jail Recidivism for Women With Co-Occurring Disorders

School Truancy: An Old Problem Which Requires New and Innovative Solutions

School truancy is a known predictor of learners leaving school prior to graduation. In this study the author explored the phenomenon of school truancy among grade 8 learners in the Metro East Education District of the Western Cape in South Africa. The study aimed to examine the prevalence, nature and extent of school truancy in the specified research cite and to of fer guidelines to teachers in dealing with this serious concern. The study used a mixed method approach and is based on focus group interviews with learners, a survey conducted by means of a questionnaire completed by a sample of three hundred learners. Unstructured interviews were conducted with principals of schools included in the study. The findings of the study suggest that school truancy is a fairly common among grade 8 learners in the educational district concerned and appears to be closely associated with a host of interconnected and overlapping negative individual, family and community risks factors. The study concluded that if truant behaviour is not addressed through a collaborative approach taking numerous risk factors into account, it may have potentially disastrous effects not only for learners, but also for their families and communities at large.

Psychological Factors Behind Truancy, School Phobia, and School Refusal: A Literature Study

Truancy is a problem that normally leads to treatment interventions within different organizations. Within these organizations different perspectives on the causes and consequences of the above problem can be found. The purpose of this literature study is to map out and describe the current state of research within the fields of school refusal, truancy, and school phobia. The investigation was carried out in the form of a systematic review of the relevant research literature. Research shows that approximately 90% of all young people who refuse to go to school have some form of psychiatric diagnosis.