An exploration of school attendance problems experienced by children receiving mental health services.
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| Title: | An exploration of school attendance problems experienced by children receiving mental health services. |
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| Authors: | Klan, Amy, Whitley, Jess, Krause, Amanda, McBrearty, Natasha, Rogers, Maria A., Smith, J. David |
| Source: | Educational & Child Psychology. Mar2024, Vol. 41 Issue 1, p73-92. 20p. |
| Subjects: | School attendance, School administration, School children, Educational psychology, Mental health services, Educators, Psychologists |
| Abstract: | Aim: School attendance problems (SAPs) are a concern across education systems worldwide. SAPs are disproportionally experienced by certain groups of children, in particular those with mental health difficulties. Existing literature has identified myriad factors, including those proximal and distal, that influence attendance for these children. Most studies to date have focused on linear relationships between a small number of variables and fail to differentiate between types of SAPs (Heyne et al., 2019). A broader understanding of the complex context of school attendance problems remains understudied and is the focus of the current study. Method: Using a qualitative design, we explored a) the SAP typologies and b) the individual characteristics and education-related needs associated with the school attendance problems of 15 children receiving mental health services at a community clinic. Findings: Analyses of client files indicated that a) emotionally based school avoidance was the most common typology, b) approximately half the sample experienced one type of attendance problem while half experienced multiple types, c) anxiety was experienced by all children, and d) emotional, behavioural, social, and academic needs were noted in relation to SAPs over time. Our findings reflect the complex and varied profiles of students who share the experience of having significant school attendance problems. Limitations: Limitations of our study include potential bias introduced through the multi-step data extraction process, a reliance on the judgement of clinicians, and a lack of full access to data caused by Covid-19 restrictions. Conclusions: Future research and practice would benefit from a differentiated approach to understanding, preventing, and intervening to improve attendance and broad success for students with mental health difficulties. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Aim: School attendance problems (SAPs) are a concern across education systems worldwide. SAPs are disproportionally experienced by certain groups of children, in particular those with mental health difficulties. Existing literature has identified myriad factors, including those proximal and distal, that influence attendance for these children. Most studies to date have focused on linear relationships between a small number of variables and fail to differentiate between types of SAPs (Heyne et al., 2019). A broader understanding of the complex context of school attendance problems remains understudied and is the focus of the current study. Method: Using a qualitative design, we explored a) the SAP typologies and b) the individual characteristics and education-related needs associated with the school attendance problems of 15 children receiving mental health services at a community clinic. Findings: Analyses of client files indicated that a) emotionally based school avoidance was the most common typology, b) approximately half the sample experienced one type of attendance problem while half experienced multiple types, c) anxiety was experienced by all children, and d) emotional, behavioural, social, and academic needs were noted in relation to SAPs over time. Our findings reflect the complex and varied profiles of students who share the experience of having significant school attendance problems. Limitations: Limitations of our study include potential bias introduced through the multi-step data extraction process, a reliance on the judgement of clinicians, and a lack of full access to data caused by Covid-19 restrictions. Conclusions: Future research and practice would benefit from a differentiated approach to understanding, preventing, and intervening to improve attendance and broad success for students with mental health difficulties. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2024.41.1.73 |
