Beyond anxiety: Addressing non-attendance (ANA) in secondary schools through a multi-agency training package.
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| Title: | Beyond anxiety: Addressing non-attendance (ANA) in secondary schools through a multi-agency training package. |
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| Authors: | Greig, Anne (AUTHOR), Ledsom, Chulainn (AUTHOR), Munro, Alison (AUTHOR), Myburgh, Lisa (AUTHOR) |
| Source: | Educational & Child Psychology. Jul2025, Vol. 42 Issue 2, p47-82. 36p. |
| Subjects: | Attendance, Secondary schools, Anxiety, Response to intervention (Education), Stakeholder analysis, Collaborative learning, Educational psychology, Educators |
| Abstract: | Aim This paper describes a pilot study that documents the response of an Educational Psychology Service (EPS) to the rise in school non-attendance in the era of post pandemic education. Rationale There are unprecedented and complex factors impacting on school non-attendance in the 21st century. This requires a robust multi-agency and multi-level intervention response. To fail to do so, is to risk long-term education and wellbeing outcomes for children in society today. Method Two comparative high schools and multi-agency partners were recruited into a pilot study of a comprehensive programme of training on understanding non-attendance, using school and pupil-parent assessment tools, guides, themed webinars and other online resources. The methodological approach was informed by ecological systems, illuminative enquiry and implementation science. Findings Stakeholders reported positive feedback about the training, process and resources with good motivation to continue to engage with the process and resources; improved understanding and assessment skills; and the use of innovative tools, on the multifactorial nature of school non-attendance. Implications Importance is attached to embedding addressing non-attendance in school development plans as a target priority, including good links with school leads, Educational Psychology Service, and area wide principal teachers for non-attendance; identifying a key role for guidance/pastoral staff; empowering partner agencies for active participation in assessment and intervention as a function of area provision; and the necessity of involving service managers in early planning and readiness discussions. Limitations The individuality of school readiness requires bespoke planning; and there is a need to maximise community and partner agency collaboration. Conclusions The ANA programme is at an early stage of implementation, nevertheless, participating colleagues valued and embraced the multifactorial approach. Valued features were the potential for: acknowledging children's individual, social and cultural contexts; the development of staged multi agency involvement; and, the utilisation of diverse data for evaluation over time. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Aim This paper describes a pilot study that documents the response of an Educational Psychology Service (EPS) to the rise in school non-attendance in the era of post pandemic education. Rationale There are unprecedented and complex factors impacting on school non-attendance in the 21st century. This requires a robust multi-agency and multi-level intervention response. To fail to do so, is to risk long-term education and wellbeing outcomes for children in society today. Method Two comparative high schools and multi-agency partners were recruited into a pilot study of a comprehensive programme of training on understanding non-attendance, using school and pupil-parent assessment tools, guides, themed webinars and other online resources. The methodological approach was informed by ecological systems, illuminative enquiry and implementation science. Findings Stakeholders reported positive feedback about the training, process and resources with good motivation to continue to engage with the process and resources; improved understanding and assessment skills; and the use of innovative tools, on the multifactorial nature of school non-attendance. Implications Importance is attached to embedding addressing non-attendance in school development plans as a target priority, including good links with school leads, Educational Psychology Service, and area wide principal teachers for non-attendance; identifying a key role for guidance/pastoral staff; empowering partner agencies for active participation in assessment and intervention as a function of area provision; and the necessity of involving service managers in early planning and readiness discussions. Limitations The individuality of school readiness requires bespoke planning; and there is a need to maximise community and partner agency collaboration. Conclusions The ANA programme is at an early stage of implementation, nevertheless, participating colleagues valued and embraced the multifactorial approach. Valued features were the potential for: acknowledging children's individual, social and cultural contexts; the development of staged multi agency involvement; and, the utilisation of diverse data for evaluation over time. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2025.42.2.47 |
