Examining Adverse Childhood Experiences among Students Repeating the Ninth Grade: Implications for School Dropout Prevention

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

“…The middle of the spectrum generally represents school attendance mixed with school absenteeism in some form, such as arriving late to school, missing some classes or times of day but not others, and periodic absences during a particular week, including early departures from school (Boylan and Renzulli, 2017). The right side of the spectrum represents complete school absenteeism, typically for an extended period of time in the form of school stayout (including school disengagement) or permanently in the form of school dropout (Iachini et al, 2016). The latter features of the spectrum account as well for the observation from many researchers that leaving school permanently is more of a process than an event (e.g., Ananga, 2011; Wang and Fredricks, 2014; Dupéré et al, 2015).…”

Supporting School Engagement and High School Completion Through Trauma-Informed School Counseling

“…Examining the underlying issues that lead to academic struggles, behavioral challenges, and reduced school engagement can offer school counselors and educators important insight in the development of relevant interventions. Exposure to trauma is one of the underlying issues that may be overlooked in many students but that can have direct effects on learning, behavior, school engagement, and high school completion (Iachini, Petiwala, & DeHart, 2016; Porche, Fortuna, Lin, & Alegria, 2011).…”

Ego Functions, Defenses, and Countertransference: A Beginning School Social Work Student’s Way to Professional and Personal Growth

“…Although more research is needed in the field of trauma and dropout rates, Iachini, Petiwala and DeHart (2016) identified trauma as a critical factor in dropout rates, and suggest that school social workers assess for trauma as part of dropout prevention programs and address trauma related needs of the students. Plumb et al (2016) also note that with students who have significant mental concern issues, such as the long-lasting effects of early trauma, priority should be given to mental health concerns rather than academic performance; the effects of trauma in the brain inhibit the learning process and lead to further issues in adulthood.…”