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Li A, Yang DD, Beauquesne A, Moro MR, Falissard B, Benoit L. Somatic symptoms in school refusal: a qualitative study among children, adolescents, and their parents during the COVID-19 pandemic. Eur Child Adolesc Psychiatry 2024; 33:2243-2251. [PMID: 37821562 DOI: 10.1007/s00787-023-02313-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Accepted: 09/25/2023] [Indexed: 10/13/2023]
Abstract
School refusal (SR) is commonly associated with somatic symptoms that are temporally related to school attendance. Abdominal pain, headache, vomiting, and musculoskeletal pain are frequently encountered and are usually not caused by a physical disease. School refusers, parents and health care workers are often puzzled by these impairing symptoms. In this qualitative study, we assessed somatic symptoms in a population encompassing both school refusers and their parents. We aimed at better understanding experiences and strategies in the management of these debilitating symptoms, while also investigating the journey of these symptoms and their behavioral consequences on the said population. We conducted qualitative interviews both within an Integrated Youth Health Care Unit in Paris and through a French parent-led support group improving care for school refusers. We interviewed 19 young persons with SR (aged 6-21 years old) and 20 parents. Using the Grounded Theory, three themes were identified: (1) somatic symptoms' journey in four phases (emergence, coping, crisis, and disappearance in the context of school dropout); (2) their deconstruction, indicating the patients' emotional state; and (3) their management through self-care practices as well as increased emotional and body awareness. Some parents, who could portray similar symptoms at a younger age, mentioned familial pattern of heightened emotional and sensorial sensitivity as a possible cause. Findings suggested that somatic symptoms in SR offer an insight into the patients' emotional state. We recommend that psychotherapies targeting somatic symptoms could be further assessed in SR, along with educational content aimed at increasing emotional literacy in schools and health care settings.
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Affiliation(s)
- Anne Li
- Maison de Solenn, Maison des Adolescents, AP-HP, Cochin Hospital, 97 Boulevard de Port-Royal, 75014, Paris, France.
- PCPP, Paris Cité University, 92100, Boulogne-Billancourt, France.
- CESP, UVSQ Inserm U1018, Paris-Saclay University, Villejuif, France.
- French Clinical Research Group in Adolescent Medicine and Health, Paris, France.
| | - David Dawei Yang
- Department of Pediatric Emergency, AP-HP, Necker-Enfants Malades Hospital, Paris, France
| | - Agathe Beauquesne
- Maison de Solenn, Maison des Adolescents, AP-HP, Cochin Hospital, 97 Boulevard de Port-Royal, 75014, Paris, France
- French Clinical Research Group in Adolescent Medicine and Health, Paris, France
- Sorbonne University, 75006, Paris, France
| | - Marie Rose Moro
- Maison de Solenn, Maison des Adolescents, AP-HP, Cochin Hospital, 97 Boulevard de Port-Royal, 75014, Paris, France
- PCPP, Paris Cité University, 92100, Boulogne-Billancourt, France
- CESP, UVSQ Inserm U1018, Paris-Saclay University, Villejuif, France
| | - Bruno Falissard
- CESP, UVSQ Inserm U1018, Paris-Saclay University, Villejuif, France
| | - Laelia Benoit
- Maison de Solenn, Maison des Adolescents, AP-HP, Cochin Hospital, 97 Boulevard de Port-Royal, 75014, Paris, France
- CESP, UVSQ Inserm U1018, Paris-Saclay University, Villejuif, France
- French Clinical Research Group in Adolescent Medicine and Health, Paris, France
- Child Study Center, Yale School of Medicine, New Haven, CT, USA
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Wood ML, Gunning L, Mon-Williams M. The relationship between 'school readiness' and later persistent absenteeism. ROYAL SOCIETY OPEN SCIENCE 2024; 11:240272. [PMID: 39100148 PMCID: PMC11296201 DOI: 10.1098/rsos.240272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/22/2024] [Revised: 05/30/2024] [Accepted: 06/06/2024] [Indexed: 08/06/2024]
Abstract
Post-pandemic school absence is an increasing concern for governments worldwide. Absence is associated with poor academic outcomes and long-term illness (physical and mental). Absenteeism increases the risk of financial difficulties in adulthood and involvement in the criminal justice system. We hypothesized that early childhood problems might be an antecedent of absenteeism. We tested this hypothesis by investigating the pre-pandemic association between school readiness and persistent absenteeism using a population-linked dataset. Analyses included 62,598 children aged 5-13 years from the Connected Bradford database (spanning academic years 2012/13 to 2019/20). Special educational needs status, English as an Additional Language status, socioeconomic status, sex and ethnicity were covariates significantly associated with persistent absenteeism. Children who were not 'school ready' had increased odds of being persistently absent later in their education journey after controlling for these covariates. School readiness was associated with even greater odds of being persistently absent over two or more years. These findings show (i) the seeds of absenteeism are sown early in childhood; (ii) absenteeism shows the hallmark of structural inequities; and (iii) the potential of 'school readiness' measures to identify children at risk of long-term disengagement from the education system.
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Affiliation(s)
- Megan L. Wood
- School of Psychology, University of Leeds, Leeds, LS2 9JT, UK
| | - Lydia Gunning
- Born in Bradford’s Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, BradfordBD9 6RJ, UK
| | - Mark Mon-Williams
- School of Psychology, University of Leeds, Leeds, LS2 9JT, UK
- Born in Bradford’s Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, BradfordBD9 6RJ, UK
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Johnsen DB, Lomholt JJ, Heyne D, Jensen MB, Jeppesen P, Silverman WK, Thastum M. The Effectiveness of Modular Transdiagnostic Cognitive Behavioral Therapy Versus Treatment as Usual for Youths Displaying School Attendance Problems: A Randomized Controlled Trial. Res Child Adolesc Psychopathol 2024:10.1007/s10802-024-01196-8. [PMID: 38739306 DOI: 10.1007/s10802-024-01196-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/03/2024] [Indexed: 05/14/2024]
Abstract
School attendance problems (SAPs) are associated with negative short- and long-term outcomes. Despite high prevalence of SAPs, there is a shortage of evidence-based interventions. Existing approaches often target either school refusal or truancy, leaving a gap in effective interventions addressing both types of SAPs. This randomized controlled trial (RCT) assessed the effectiveness of Back2School (B2S), a modular transdiagnostic cognitive behavioral therapy (CBT) for SAPs, compared to treatment as usual (TAU). Outcomes included youths' school attendance and mental health. A group (B2S, TAU) × time (Pre, Post, 3-Month Follow-Up) design involving 152 youths (B2S; n = 74, TAU; n = 78) with SAPs (i.e., ≥ 10% absence in the past three months), aged 6-16 years (M = 12.2, SD = 2.2, males = 60%) were used. B2S comprised three months of CBT with youths, parents, and school involvement, while TAU comprised public and/or private intervention services. On average, youths in B2S received 15.0, (SD = 3.9) hours of intervention, while those in TAU received 13.4, (SD = 21.6). Intervention effects were investigated using mixed linear models. Both B2S and TAU exhibited significant within-group improvements in school attendance, with no significant differences between them. However, the B2S group significantly outperformed TAU in reducing youths' emotional problems, conduct problems, problems with peers, the overall impact of problems, and increasing youths self-efficacy for attending school and parent self-efficacy for dealing with a SAP. This RCT represents the first evaluation of a modular transdiagnostic CBT for youths displaying SAPs, showing significant mental health and self-efficacy benefits. (Clinical trial registration: ClinicalTrials.gov: NCT03459677).
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Affiliation(s)
- Daniel B Johnsen
- Department of Public Health, University of Copenhagen, Copenhagen, Denmark
| | - Johanne J Lomholt
- Department of Psychology and Behavioral Sciences, Aarhus University, Aarhus, Denmark
- TrygFonden's Centre for Child Research, Aarhus University, Aarhus, Denmark
| | - David Heyne
- School of Psychology, Deakin University, Melbourne, Australia
| | - Morten B Jensen
- Department of Economics and Business Economics, Aarhus University, Aarhus, Denmark
| | - Pia Jeppesen
- Department of Child and Adolescent Psychiatry, Copenhagen University Hospital - Psychiatry Region Zealand, Roskilde, Denmark
- Department of Clinical Medicine, Faculty of Health and Medical Sciences, University of Copenhagen, Roskilde, Denmark
| | - Wendy K Silverman
- Child Study Center, Yale University School of Medicine, New Haven, USA
| | - Mikael Thastum
- Department of Psychology and Behavioral Sciences, Aarhus University, Aarhus, Denmark.
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Haque UM, Kabir E, Khanam R. Investigating school absenteeism and refusal among Australian children and adolescents using Apriori association rule mining. Sci Rep 2024; 14:1907. [PMID: 38253599 PMCID: PMC10803378 DOI: 10.1038/s41598-024-51230-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2023] [Accepted: 01/02/2024] [Indexed: 01/24/2024] Open
Abstract
Identifying and determining the multitude of reasons behind school absences of students is often challenging. This study aims to uncover the hidden reasons for school absence in children and adolescents. The analysis is conducted on a national survey that includes 2967 Australian children and adolescents aged 11-17. The Apriori association rule generator of machine learning techniques and binary logistic regression are used to identify the significant predictors of school absences. Out of 2484, 83.7% (n = 2079) aged (11-17) years children and adolescents have missed school for various reasons, 42.28% (n = 879) are (11-15) years old, 24.52% (n = 609) and 16.9% (n = 420) are 16- and 17-years old adolescents respectively. A considerable proportion of adolescents, specifically 16.4% (n = 407) and 23.4% (n = 486) of 16 and 17 years old, respectively, have selected 'refused to say' as their reason for not attending school. It also highlights the negative outcomes associated with undisclosed reasons for school absence, such as bullying, excessive internet/gaming, reduced family involvement, suicide attempts, and existential hopelessness. The findings of the national survey underscore the importance of addressing these undisclosed reasons for school absence to improve the overall well-being and educational outcomes of children and adolescents.
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Affiliation(s)
- Umme Marzia Haque
- School of Mathematics, Physics and Computing, University of Southern Queensland, Toowoomba, Australia.
| | - Enamul Kabir
- School of Mathematics, Physics and Computing, University of Southern Queensland, Toowoomba, Australia
| | - Rasheda Khanam
- School of Business, University of Southern Queensland, Toowoomba, Australia
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Pijl EK, Vanneste YTM, Mathijssen JJP, Feron FJM, de Rijk AE. How to deal with sickness absence among primary school pupils? Adaptation of the "Medical Advice for Sick-reported Students" intervention. Front Public Health 2023; 11:1139752. [PMID: 38074744 PMCID: PMC10701280 DOI: 10.3389/fpubh.2023.1139752] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2023] [Accepted: 11/09/2023] [Indexed: 12/18/2023] Open
Abstract
Background Missing school impacts both education and health. The purpose of this study was to address sickness absence in primary schools by adjusting the 'Medical Advice for Sick-reported Students' intervention for secondary schools. This was necessary because of fundamental differences in relation to the children's age and in the schools' organizational structure. Methods The intervention mapping approach steps 1 through 4 were used to adapt 'Medical Advice for Sick-reported Students' to primary schools (MASS-PS), including a literature search, stakeholder interviews, establishing a planning group and pre-testing. Results In step 1, a planning group was formed and a logic model of the problem was created. In step 2, a logic model of change was created. In step 3, a theoretical basis and practical strategies were determined. In step 4, practical support materials were designed, and two pre-tests of the materials were performed. Conclusion Intervention mapping was successfully used to adapt MASS to primary schools. The main changes were the lowering of the threshold for extensive sickness absence, consultations between teacher and attendance coordinator, and addition of two experts. With MASS-PS, sickness absence can be addressed as a "red flag" for underlying problems.
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Affiliation(s)
- Esther K. Pijl
- Child and Youth Healthcare Department, GGD West-Brabant, Breda, Netherlands
- Department of Social Medicine, Faculty of Health Medicine and Life Sciences, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, Netherlands
| | | | | | - Frans J. M. Feron
- Department of Social Medicine, Faculty of Health Medicine and Life Sciences, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, Netherlands
| | - Angelique E. de Rijk
- Department of Social Medicine, Faculty of Health Medicine and Life Sciences, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, Netherlands
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Alanko K, Melander K, Ranta K, Engblom J, Kosola S. Time Trends in Adolescent School Absences and Associated Bullying Involvement Between 2000 and 2019: A Nationwide Study. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01601-1. [PMID: 37632555 DOI: 10.1007/s10578-023-01601-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/21/2023] [Indexed: 08/28/2023]
Abstract
Education is a central determinant of adolescent health. School absences and bullying involvement jeopardize wellbeing, mental health, and educational attainment. We analyzed time trends in school absenteeism over two decades and examined the association of absenteeism with bullying involvement.We analyzed data from the nationwide School Health Promotion study, with self-reported data from Finnish middle school students in grades 8 and 9 (ages 14-17, N = 1 000 970). Questionnaires assessed frequency of illness absences (IA), truancy, frequency of bullying victimization, bullying perpetration, and involvement in both bullying perpetration and victimization. Frequent school absences were defined as occurring on more than 3 days during the prior month (2000-2015), or at least weekly (2017-2019).Frequent IA increased from 12% to 2000 to 22% in 2015. In 2017-2019, frequent IA was reported by 3.5%. Frequent truancy declined from 9% to 2000 to 4% in 2015, and remained at 4% during 2017-2019. Bully victimization was reported at least weekly by 6.9%, perpetration by 5.4% and victimization-perpetration by 1.9% of participants in total. In a logistic regression model, every type of bullying involvement increased odds for both IA and truancy.Since bullying involvement was associated with both IA and truancy, particular concern should be raised for adolescents involved in bullying, and for their social and educational functioning. The concurrent increase in IA and decrease in truancy may reflect destigmatization of mental health problems or other changes in reporting absenteeism.
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Affiliation(s)
- K Alanko
- Faculty of Humanities, Psychology and Theology, Åbo Akademi University, Turku, Finland.
| | - K Melander
- Tampere University Hospital, and University of Tampere, University of Helsinki, Helsinki, Finland
| | - K Ranta
- Faculty of Social Sciences, Faculty of Medicine, Tampere University, University of Helsinki, Tampere, Helsinki, Finland
| | - J Engblom
- Department of Mathematics and Statistics, School of Economics, University of Turku, University of Turku, Turku, Finland
| | - S Kosola
- Pediatric Research Center, New Children's Hospital, Helsinki University Hospital, University of Helsinki, Helsinki, Finland
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Lee K, McMorris BJ, Chi CL, Looman WS, Burns MK, Delaney CW. Using data-driven analytics and ecological systems theory to identify risk and protective factors for school absenteeism among secondary students. J Sch Psychol 2023; 98:148-180. [DOI: 10.1016/j.jsp.2023.03.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2021] [Revised: 12/13/2022] [Accepted: 03/15/2023] [Indexed: 04/09/2023]
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Melvin GA, Freeman M, Ashford LJ, Hastings RP, Heyne D, Tonge BJ, Bailey T, Totsika V, Gray KM. Types and correlates of school absenteeism among students with intellectual disability. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2023; 67:375-386. [PMID: 36744441 DOI: 10.1111/jir.13011] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Revised: 11/24/2022] [Accepted: 01/05/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND It appears that students with intellectual disability (ID) are more frequently absent from school compared with students without ID. The objective of the current study was to estimate the frequency of absence among students with ID and the reasons for absence. Potential reasons included the attendance problems referred to as school refusal, where absence is related to emotional distress; truancy, where absence is concealed from parents; school exclusion, where absence is instigated by the school; and school withdrawal, where absence is initiated by parents. METHODS Study participants were 629 parents (84.6% mothers) of Australian school students (Mage = 11.18 years; 1.8% Aboriginal and/or Torres Strait Islander) with an ID. Participants completed a questionnaire battery that included the School Non-Attendance ChecKlist via which parents indicated the reason their child was absent for each day or half-day absence their child had over the past 20 school days. The absence data presented to parents had been retrieved from school records. RESULTS Across all students, absence occurred on 7.9% of the past 20 school days. In terms of school attendance problems as defined in existing literature, school withdrawal accounted for 11.1% of absences and school refusal for 5.3% of absences. Students were also absent for other reasons, most commonly illness (32.0%) and appointments (24.2%). Of students with more than one absence (n = 217; 34.5%), about half were absent for more than one reason. Students attending mainstream schools had lower attendance than those attending special schools. CONCLUSIONS Students with ID were absent for a range of reasons and often for multiple reasons. There were elevated rates of school withdrawal and school refusal. Understanding the reasons for absenteeism can inform targeted prevention and intervention supports.
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Affiliation(s)
- G A Melvin
- School of Psychology, Deakin University, Burwood, Australia
- Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK
| | - M Freeman
- Centre for Developmental Psychiatry & Psychology, Monash University, Clayton, Australia
| | - L J Ashford
- Centre for Forensic Behavioural Science, Swinburne University of Technology, Hawthorn, Australia
| | - R P Hastings
- Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK
- Centre for Developmental Psychiatry & Psychology, Monash University, Clayton, Australia
| | - D Heyne
- Institute of Psychology, Leiden University, Leiden, The Netherlands
| | - B J Tonge
- Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK
- Centre for Developmental Psychiatry & Psychology, Monash University, Clayton, Australia
| | - T Bailey
- Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK
| | - V Totsika
- Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK
- Centre for Developmental Psychiatry & Psychology, Monash University, Clayton, Australia
- Division of Psychiatry, University College London, London, UK
| | - K M Gray
- Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK
- Centre for Developmental Psychiatry & Psychology, Monash University, Clayton, Australia
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Gonzálvez C, Bacon V, Kearney CA. Systematic and evaluative review of school climate instruments for students, teachers, and parents. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22838] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Affiliation(s)
- Carolina Gonzálvez
- Department of Developmental Psychology and Teaching University of Alicante Alacant Spain
| | - Victoria Bacon
- Department of Psychology University of Nevada Las Vegas Nevada USA
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Keppens G. Who is absent from school when? An optimal matching analysis of within-year variation in the timing of school absences. J Sch Psychol 2022; 95:90-104. [PMID: 36371127 DOI: 10.1016/j.jsp.2022.07.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2021] [Revised: 05/17/2022] [Accepted: 07/12/2022] [Indexed: 11/06/2022]
Abstract
Although school absenteeism trajectories can be studied through various parameters and dimensions, such as the amount of school absenteeism, sequence, and timing, most studies have only focused on changes in the amount of school absenteeism. However, when investigating the nature of school absenteeism, an analysis cannot be restricted to just changes in the amount of school absenteeism. In this article, I show how applying optimal matching on time-stamped half days of missed school (n = 6260) enables researchers, policy makers, and school professionals to uncover socio-temporal regularities in trajectories of non-attendance (i.e., the degree to which groups of pupils are absent at the same time and in the same rhythm within a given school year). Results indicated that students fall into five types of trajectories, and that these are highly predictive of student's examination results at the end of the school year. In the Discussion, I elaborate on the implications of these findings.
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Affiliation(s)
- Gil Keppens
- Department of Sociology, Research Group TOR, Vrije Universiteit Brussel, Belgium.
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Bowen F, Gentle-Genitty C, Siegler J, Jackson M. Revealing underlying factors of absenteeism: A machine learning approach. Front Psychol 2022; 13:958748. [PMID: 36533043 PMCID: PMC9751797 DOI: 10.3389/fpsyg.2022.958748] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Accepted: 11/07/2022] [Indexed: 12/25/2023] Open
Abstract
INTRODUCTION The basis of support is understanding. In machine learning, understanding happens through assimilated knowledge and is centered on six pillars: big data, data volume, value, variety, velocity, and veracity. This study analyzes school attendance problems (SAP), which encompasses its legal statutes, school codes, students' attendance behaviors, and interventions in a school environment. The support pillars include attention to the physical classroom, school climate, and personal underlying factors impeding engagement, from which socio-emotional factors are often the primary drivers. METHODS This study asked the following research question: What can we learn about specific underlying factors of absenteeism using machine learning approaches? Data were retrieved from one school system available through the proprietary Building Dreams (BD) platform, owned by the Fight for Life Foundation (FFLF), whose mission is to support youth in underserved communities. The BD platform, licensed to K-12 schools, collects student-level data reported by educators on core values associated with in-class participation (a reported-negative or positive-behavior relative to the core values) based on Social-Emotional Learning (SEL) principles. We used a multi-phased approach leveraging several machine learning techniques (clustering, qualitative analysis, classification, and refinement of supervised and unsupervised learning). Unsupervised technique was employed to explore strong boundaries separating students using unlabeled data. RESULTS From over 20,000 recorded behaviors, we were able to train a classifier with 90.2% accuracy and uncovered a major underlying factor directly affecting absenteeism: the importance of peer relationships. This is an important finding and provides data-driven support for the fundamental idea that peer relationships are a critical factor affecting absenteeism. DISCUSSION The reported results provide a clear evidence that implementing socio-emotional learning components within a curriculum can improve absenteeism by targeting a root cause. Such knowledge can drive impactful policy and programming changes necessary for supporting the youth in communities overwhelmed with adversities.
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Affiliation(s)
- Francis Bowen
- Data Analytics and Business Intelligence Lacy School of Business, Butler University, Indianapolis, IN, United States
| | | | - Janaina Siegler
- Data Analytics and Business Intelligence Lacy School of Business, Butler University, Indianapolis, IN, United States
| | - Marlin Jackson
- Fight for Life Foundation, Indianapolis, IN, United States
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Knollmann M, Waltz E, Reissner V, Neumann U, Hebebrand J. [Course of School Absenteeism 1.5-3 Years After Initial Evaluation: Symptoms, Psychosocial Functioning, and Help-Seeking Behavior]. ZEITSCHRIFT FUR KINDER-UND JUGENDPSYCHIATRIE UND PSYCHOTHERAPIE 2022; 50:457-469. [PMID: 35748577 DOI: 10.1024/1422-4917/a000884] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Course of School Absenteeism 1.5-3 Years After Initial Evaluation: Symptoms, Psychosocial Functioning, and Help-Seeking Behavior Abstract. Objective: To explore the course of patients with school absenteeism 1.5-3 years after their initial evaluation, including symptoms, school attendance, psychosocial functioning, and help-seeking behavior. Method: Of the 237 patients from specialized psychiatric units for youths displaying school absenteeism, we successfully contacted 108 of them 1.5-3 years after initial admission. We conducted a telephone interview with their parents (SDQ, school situation, help-seeking behavior). Among others, we analyzed the extent of school absenteeism, the scales of the Inventory of School Attendance Problems (ISAP; Knollmann et al., 2019), and the quality of school absenteeism (school refusal vs. truancy vs. mixed group) at admission as possible predictors. Results: The patients had received an extensive amount of youth-welfare measures and inpatient, daycare, and outpatient therapy. 46.3 % had elevated values in the SDQ total score at follow-up, mostly because of emotional problems or problems with peers. Psychosocial functioning, including school attendance, was described as poor for only about 30 %. School attendance problems were significantly predicted by having a conduct disorder and elevated scores on the ISAP-scales Aggression, Teacher Problems, and Peer Problems, though the effect sizes were weak. Conclusions: Externalizing symptoms and associated psychosocial problems seem to be predictive of a negative course of school absenteeism. Implications for prospective longitudinal studies are discussed.
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Affiliation(s)
- Martin Knollmann
- Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters, LVR-Klinikum Essen, Kliniken und Institut der Universität Duisburg-Essen, Deutschland
| | - Emilia Waltz
- Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters, LVR-Klinikum Essen, Kliniken und Institut der Universität Duisburg-Essen, Deutschland
| | - Volker Reissner
- Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters, LVR-Klinikum Essen, Kliniken und Institut der Universität Duisburg-Essen, Deutschland
| | - Ursula Neumann
- Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters, LVR-Klinikum Essen, Kliniken und Institut der Universität Duisburg-Essen, Deutschland
| | - Johannes Hebebrand
- Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters, LVR-Klinikum Essen, Kliniken und Institut der Universität Duisburg-Essen, Deutschland
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Larrier Y, Allen M, Edwards-Joseph A, Fleming G, Kelleybrew V. The RUMERTIME Process as a Protective Factor in School Attendance Problems. CONTINUITY IN EDUCATION 2022; 3:41-57. [PMID: 38831782 PMCID: PMC11146289 DOI: 10.5334/cie.40] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/31/2021] [Accepted: 05/02/2022] [Indexed: 06/05/2024]
Abstract
The RUMERTIME Process (RP) is a five-step culturally responsive social-emotional, problem-solving, prevention-intervention strategy used to educate, equip, and empower students, educators, and families. The RP equips individuals with the abilities to recognize, understand, manage, express, and reflect on their thoughts, interactions, mindsets, and emotions (RUMERTIME) in relation to themselves, others, and the daily life challenges they face within multiple systems and settings. The RP is embedded within the Cultivating SEEDS System framework (CSS) and is utilized to equip culturally diverse communities, inclusive of students, family members, educators, and administrators, with the social-emotional skills to effectively solve student attendance problems (SAPs). The data shared in this practice intervention article are descriptive in nature and highlight the RP as a protective factor and explain its three goals. The paper consists of three parts: (a) introduction of the RP, which is embedded in the CSS framework; (b) description of implementation of the RP as integral to the Daytime Intervention Room (DIR) program; and (c) discussion of risk factors that qualified students to receive services through the DIR program as well as data that demonstrated how the RP performed as a protective factor. The DIR program was aimed at creating an alternative to out-of-school suspension (OSS) and the traditional punitive in-school suspension (ISS). The program was established in each of the four schools in an urban high-needs school district in the midwest region of the United States. The DIR program was intentionally designed to include multiple levels, stakeholders, and delivery support, thus creating a solid base for the holistic development of students, educators, and parents. In conjunction with the CSS framework, the DIR program sought to increase academic performance, decrease the number of behavior referrals, and improve attendance rates in this high-needs urban school district.
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Heyne D, Brouwer-Borghuis M. Signposts for School Refusal Interventions, Based on the Views of Stakeholders. CONTINUITY IN EDUCATION 2022; 3:25-40. [PMID: 38774290 PMCID: PMC11104337 DOI: 10.5334/cie.42] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Accepted: 04/26/2022] [Indexed: 05/24/2024]
Abstract
School refusal (SR) signals a young person's difficulty attending school. It jeopardizes their development, often contributes to distress for parents, and places an extra burden on school personnel. Reviews of empirical studies indicate that intervention for SR helps to increase school attendance, but not for all youths. This practice-based manuscript aims to support practitioners and organisations addressing the needs of youths and families affected by SR. Specifically, we present 14 signposts for the development and delivery of intervention for SR. The signposts represent important conditions for effective intervention based on key findings from the Knowing What Works project in the Netherlands. During that project, 76 professionals shared their views about the important elements in SR interventions they delivered, and 39 youths and 86 parents shared their views about the helpful elements in SR interventions in which they participated. These 201 stakeholders were variously associated with 21 SR interventions across 9 of the 12 Dutch provinces, most situated in mainstream or special education settings. Their responses informed the development of the 14 signposts presented here, supported by the extant literature on SR intervention. We describe the essence of each signpost and conclude with suggestions for using the signposts and evaluating their utility.
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Corcoran S, Bond C, Knox L. Emotionally based school non-attendance: two successful returns to school following lockdown. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2022. [DOI: 10.1080/02667363.2022.2033958] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Shannon Corcoran
- School of Environment, Education and Development (SEED), University of Manchester, Manchester, UK
| | - Caroline Bond
- School of Environment, Education and Development (SEED), University of Manchester, Manchester, UK
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Pijl EK, Vanneste YTM, Feron FJM, Mathijssen JJP, de Rijk AE. Stakeholder perspectives on primary school pupils and sickness absence - exploring opportunities and challenges. EDUCATIONAL REVIEW 2021; 75:1131-1149. [PMID: 38013726 PMCID: PMC10449269 DOI: 10.1080/00131911.2021.1984212] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Accepted: 09/14/2021] [Indexed: 11/29/2023]
Abstract
School absenteeism and its underlying causes can have negative effects on the cognitive, psychosocial and health development of a child. Research in primary education shows high rates of sickness absence. Many stakeholders are involved in addressing school absenteeism, including primary school professionals, child and youth healthcare physicians, school attendance officers and parents. This study explores these stakeholders' perspectives, their approaches and what they envisage to be necessary in order to improve. It also aims to unveil opportunities and challenges in addressing sickness absence among primary school pupils. Qualitative research was performed with six semi-structured focus group interviews and involving 27 participants from the West-Brabant and Amsterdam regions of the Netherlands. Thematic analysis was used. The overarching theme was aiming for the child's wellbeing. Each focus group interview started with low awareness of sickness absence as a threat to this wellbeing, but awareness grew during the interviews. The participating stakeholders regarded problematic sickness absence as complex due to a wide variety of causes, and felt that each other's expertise was necessary to reduce sickness absence. Schools registered absence, but only occasionally used planned steps; they based the identification of problematic sickness on gut feeling rather than any agreed-upon criteria. To be able to systematically address sickness absence and thus improve the wellbeing of children, stakeholders felt the need for a clearly structured approach, including monitoring of sickness absence of all pupils, identifying problematic absence and promoting collaboration with other stakeholders. An approach should allow for tailoring solutions to the individual child.
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Affiliation(s)
- Esther K. Pijl
- Child and Youth Healthcare Department,
GGD West-Brabant, Breda, The Netherlands
- Faculty of Health Medicine and Life Sciences, Department of Social Medicine, Care and Public Health Research Institute (CAPHRI),
Maastricht University, Maastricht, The Netherlands
| | | | - Frans J. M. Feron
- Faculty of Health Medicine and Life Sciences, Department of Social Medicine, Care and Public Health Research Institute (CAPHRI),
Maastricht University, Maastricht, The Netherlands
| | | | - Angelique E. de Rijk
- Faculty of Health Medicine and Life Sciences, Department of Social Medicine, Care and Public Health Research Institute (CAPHRI),
Maastricht University, Maastricht, The Netherlands
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Exposure to Violence, Coping, and Academic Achievement in Latinx Adolescents. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09484-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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School Refusal Behavior Profiles, Optimism/Pessimism, and Personality Traits in Spanish Children. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11090524] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
The relationship between school refusal behavior (SRB) profiles and personality traits has received little attention from investigators. Identifying the profiles of students with school attendance problems may improve the understanding of the characteristics defining these students. The aim of this study was to identify different SRB profiles and analyze the relationship between these profiles, and optimism/pessimism and personality traits. The School Refusal Assessment Scale-Revised, the Youth Life Orientation Test, and the Big Five Questionnaire were administrated to 739 Spanish students aged 8–11 (Mage = 9.92; SD = 1.12). Pearson’s correlation coefficients revealed a significant association between personality dimensions and SRB. Three distinct profiles were identified: (1) SRB by negative reinforcement (high scores on avoiding school-related stimuli provoking negative affectivity), (2) SRB by positive reinforcement (high scores on pursuing positive tangible reinforcement outside of school), and (3) Low SRB. The SRB profile by positive reinforcement scored higher on Extraversion, Agreeableness, Conscientiousness, Openness, and Optimism, whereas the SRB profile by negative reinforcement scored higher on Neuroticism and Pessimism. More statically significant differences were found between the negative and positive reinforcement profiles. The role of negative personality traits and pessimism as risk factors for students who are truant or refuse to attend school are discussed.
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Quinn M, Caldwell B. A "Storm" of Somatic Symptoms: A Child's Reaction to a Natural Disaster Leads to Diagnostic Uncertainty. J Pediatr Health Care 2021; 35:542-547. [PMID: 33789796 DOI: 10.1016/j.pedhc.2021.03.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Revised: 03/04/2021] [Accepted: 03/04/2021] [Indexed: 10/21/2022]
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Li A, Guessoum SB, Ibrahim N, Lefèvre H, Moro MR, Benoit L. A Systematic Review of Somatic Symptoms in School Refusal. Psychosom Med 2021; 83:715-723. [PMID: 33951013 DOI: 10.1097/psy.0000000000000956] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
OBJECTIVE School refusers often display somatic symptoms that are temporally related to school attendance. The aim of this systematic review is to summarize characteristics and causes of somatic symptoms and their management in the context of school refusal. Findings of this review may help clinicians in their daily practice. METHODS PubMed and PsycINFO databases were systematically searched (according to PRISMA guidelines) for articles mentioning somatic symptoms in school refusal by May 2020. Among 1025 identified studies, 148 were included. RESULTS Unspecific somatic symptoms were frequently the first complaints in school refusal. Abdominal pain, headache, nausea, vomiting, muscular or joint ache, diarrhea, dizziness, fatigue, and palpitation were the most commonly encountered symptoms and were usually not accounted for by an identifiable physical disease. Anxiety was the most recurrent etiology found, but physicians' lack of awareness about psychological comorbidities often delayed psychological/psychiatric referral. Successful therapies consisted of dialectical behavior therapy, anxiety management through relaxation/breathing training, and ignoring the somatic symptoms. CONCLUSIONS Somatic symptoms in school refusal are frequent but poorly understood. Their management could include interventions targeting anxiety, psychotherapies such as emotional awareness and expression therapy, third-wave behavioral therapies, and psychoeducation. A multidisciplinary approach through strengthened collaboration between school staff, physicians, and psychologists/psychiatrists is needed to improve well-being in children who experience somatic symptoms as related to school avoidance.
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Affiliation(s)
- Anne Li
- From the AP-HP, Cochin Hospital, Maison des Adolescents-Maison de Solenn, Integrated Youth Health Care Service (Li, Guessoum, Ibrahim, Lefèvre, Moro, Benoit), Paris; Faculty of Medicine, Paris-Saclay University (Li), Orsay; University of Paris, PCPP (Guessoum, Ibrahim, Moro), Boulogne-Billancourt; Paris-Saclay University, UVSQ, Inserm, CESP, Team DevPsy (Guessoum, Ibrahim, Lefèvre, Moro, Benoit), Villejuif, France; Yale School of Medicine, Yale University (Benoit), New Haven, Connecticut; and French Clinical Research Group in Adolescent Medicine and Health (Li, Ibrahim, Lefèvre), Paris, France
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Hancock KJ, Cave L, Christensen D, Mitrou F, Zubrick SR. Associations Between Developmental Risk Profiles, Mental Disorders, and Student Absences Among Primary and Secondary Students in Australia. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09443-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Kearney CA, Childs J. A multi-tiered systems of support blueprint for re-opening schools following COVID-19 shutdown. CHILDREN AND YOUTH SERVICES REVIEW 2021; 122:105919. [PMID: 36540197 PMCID: PMC9756038 DOI: 10.1016/j.childyouth.2020.105919] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Revised: 12/30/2020] [Accepted: 12/30/2020] [Indexed: 06/17/2023]
Abstract
The COVID-19 pandemic will create enormous disruptions for youth and families with respect to economic and health status, social relationships, and education for years to come. The process of closing and intermittently reopening schools adds to this disruption and creates confusion for parents and school officials who must balance student educational progress with health and safety concerns. One framework that may serve as a roadmap in this regard is a multi-tiered systems of support (MTSS) model. This article briefly addresses four main domains of functioning (adjustment, traumatic stress, academic status, health and safety) across three tiers of support (universal, targeted, intensive). Each section draws on existing literature bases to provide specific recommendations for school officials who must address various and changing logistical, academic, and health-based challenges. The recommendations are designed to be flexible given fluctuations in the current crisis as well as focused on maximum-value targets. An MTSS approach adapted for contemporary circumstances can also be used to help address longstanding disparities that have been laid bare by the pandemic.
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Affiliation(s)
| | - Joshua Childs
- University of Texas at Austin, Educational Leadership and Policy Department, Austin, TX, USA
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Kearney CA. Integrating Systemic and Analytic Approaches to School Attendance Problems: Synergistic Frameworks for Research and Policy Directions. CHILD & YOUTH CARE FORUM 2021. [DOI: 10.1007/s10566-020-09591-0] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
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Gonzálvez C, Díaz-Herrero Á, Sanmartín R, Vicent M, Fernández-Sogorb A, García-Fernández JM. Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety. Front Public Health 2020; 8:598915. [PMID: 33344402 PMCID: PMC7744459 DOI: 10.3389/fpubh.2020.598915] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Accepted: 11/16/2020] [Indexed: 11/17/2022] Open
Abstract
Students with school attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different school refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of school anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15–18 years (M = 16.28; SD =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five school refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on school anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in school anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed school refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent school attendance problems in adolescents and younger ages.
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Affiliation(s)
- Carolina Gonzálvez
- Department of Development Psychology and Teaching, University of Alicante, San Vicente del Raspeig, Spain
| | - Ángela Díaz-Herrero
- Department of Development Psychology and Education University of Murcia, Murcia, Spain
| | - Ricardo Sanmartín
- Department of Development Psychology and Teaching, University of Alicante, San Vicente del Raspeig, Spain
| | - María Vicent
- Department of Development Psychology and Teaching, University of Alicante, San Vicente del Raspeig, Spain
| | - Aitana Fernández-Sogorb
- Department of Development Psychology and Teaching, University of Alicante, San Vicente del Raspeig, Spain
| | - José M García-Fernández
- Department of Development Psychology and Teaching, University of Alicante, San Vicente del Raspeig, Spain
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