Persistent School Non- Attendance

Aims and Outcomes

Participants will have an understanding of persistent school non attendance and the associated risk factors

Participants will develop an understanding of Kearney’s four functions of school non-attendance

Participants will explore phases of identification, planning and intervention within a staged intervention approach

Why school non attendance?

The problem In 2008 – 2009 rate of non attendance was 8.8% Equates to every pupil missing 34 half days

Costs Linked to delinquency Linked to levels of attainment Effect on future mental health Effect on future employment options

Activity 1: Risk Factors

In small groups generate some risk factors related to the following headings:

Institutional

Family

Individual

Examples of Institutional Risk Factors Size of school Structure of school day Disruption and instability of school staff Authoritarian management styles Hostile pupil teacher relationships Specific areas of school are hotspots for

bullying

Examples of Family Risk Factors

Views of education and value of full attendance Domestic violence Atypical parental working patterns Inadequate or poor parenting Birth of a new child Parental separation Practical problems bringing child to school

Examples of Individual Risk Factors Social isolation/few friends Bullying Peer pressure Children having to be carers Sudden traumatic event Moving house or school Parental illness Ethnic language issues

Activity 2: Physical Signs or Symptoms In small groups consider what physical signs

or symptoms a child or young person might present with

School non attendance: definition Past terms: truancy vs school phobia

Focus on within child deficit

Present terms: persistent school non attendance Focus on why child is not attending Looks at the function of non attendance

Four Functions of Non-Attendance Avoidance of stimuli that provoke general

negative affectivity Avoidance of aversive social or evaluative

situations at school Attention seeking behaviour Pursuit of tangible reinforcement outside of

school

Activity 3: Four Functions

The worksheet for this activity outlines some possible scenarios for school non attendance. From the information given discuss a) the most probable function of the non attendance and b) what other information you would need to gain more evidence for your hypothesis.

Function One: Avoidance of stimuli that provoke general negative affectivity The negative stimuli may not be identified Child may experience feelings such as:

Being sick Headaches Stomach pains Poor sleeping patterns Difficulty in concentrating Restless Emotional trembling, shaking, crying

Function Two: Avoidance of aversive social or evaluative situations at school Negative stimulus tends to be more specific

For example Poor peer relationships Possible learning difficulties separation anxiety

Signs/symptoms are similar to Function One

Function Three: Attention seeking behaviour Tends to be younger children who display

this behaviour (mean age of 9.5)

Behaviours can be manipulative & controlling

Signs & symptoms are similar to Function One

Function Four: Pursuit of tangible reinforcement outside of school Common reinforcers can be:

Peer group Using or abusing drugs and/or alcohol Wanting to stay at home

Attention problems & more delinquent/ aggressive behaviour are more common than in the other groups

Difficulties are less anxiety based

Activity 4: Current Practice

In small groups discuss what preventative measures you have in place to deal with persistent school non attendance

Preventative approaches within school

Monitoring attendance patterns Establishment of safe areas Monitoring of ‘hot spots’ Clear anti-bullying policy Pastoral support systems Engaging families Social skills development Circle time

Staged Intervention

Schools should be able to effectively assess and support the majority of pupils’ support needs

CDOs and teachers have a central role in the identification of additional support needs

SI allows for a comprehensive approach to gathering information

Staged Intervention: Stage 1

If patterns of non-attendance are consistent and fall below 90% a staged approach should be considered

Refer to possible risk factors Refer to the four functions and address any

points as necessary Progress and strategies should be reviewed

and tracked according to establishment procedures

Staged Intervention: Stage 2

When resources within the establishment are necessary move to Stage 2

Staff to continue to consider risk factors and the four functions of non attendance

Direct communication and active planning (documentation) to take place with school, parent/carer/child outlining ASN and outcomes

Activity 5: Staged Intervention 2 Discuss one strategy on the activity sheet

and carry out a Strengths Weaknesses Opportunities Barriers analysis (SWOB)

Staged Intervention: Stage 2

Encourage parents/carers to take their child to school

Be aware that staying at home can increase the child’s anxiety

Explore factors such as curricular demands, home situation

Engage with family by whatever means necessary

Explore possibility of restricted timetable & gradual integration

Encourage use of basic coping strategies such as relaxation and positive self-talk

Consultations through the JST could take place at this stage

Staged Intervention: Stage 3 and 4 Prior to moving to stage 3 and 4 consultation

should take place at the JST

Persistent non-attendance may require multi-agency input taking account of the evidence of school intervention

Further assessment might be necessary to identify appropriate intervention

Multi-Agency Approach

School should be the central focus for any coordinated level of input

Importance of each agency having clear roles and responsibilities

Importance of shared definition of persistent school non attendance

Assessment

Assessment should ascertain if: Non attendance is the primary problem

It is related to or subsumed by another difficulty such as anxiety, depression or a learning difficulty

There are any other existing medical conditions

Assessment

Assessment should be collaborative & may include: Structured interviews, exploring functions of

behaviour

Self report measures

Parent/teacher questionnaires or checklists

Interventions

No single intervention strategy has proven to be effective

Intervention should be related to the identified function of non attendance

Intervention should be related to the individual’s needs

A multi-stranded approach is key for success, working at levels of individual, class & school

Research evidence

Function One: Direct input with child – feelings, thoughts,

behaviour Desensitisation Cognitive Behavioural Therapy (CBT) In vivo flooding

Research evidence

Function Two Similar to Function One Cognitive approaches may help to develop social

skills Graded behavioural exposures CBT

Research Evidence

Function Three Restructuring parents’ commands Ignoring simple inappropriate behaviours Establishing fixed routines and ensure

children keep to these Punishments Reward systems Forced school attendance

Research Evidence

Function Four Family Therapy Contracts Communication skills training Escorting to school & classes Peer refusal skills training

Activity 6: Next Steps

Pupils must have access to some form of education.

In order to become successful learners, confident individuals, responsible citizens and effective contributors, identify two aspects that may help to improve attendance and build capacity within your school.