Exploring cumulative disadvantage in early school leaving and planned post‐school pathways among those identified with special educational needs in Irish primary schools

Carroll, Eamonn; McCoy, Selina; Mihut, Georgiana

doi:10.1002/berj.3815

Cited by 4 publications

(1 citation statement)

References 54 publications

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“…School absenteeism is associated with deficits in numeracy and literacy achievement, and these deficits appear to become cumulative over time (Ansari and Gottfried, 2021;Carroll et al, 2022). In related fashion, lower grade point average has been associated with multiple levels of absenteeism severity, and course failure with absenteeism is often a key element of early warning systems that predict later school dropout (Skedgell and Kearney, 2018;Balfanz and Byrnes, 2019).…”

Section: Academic Functioningmentioning

confidence: 99%

School attendance problems and absenteeism as early warning signals: review and implications for health-based protocols and school-based practices

Kearney,

Dupont,

Fensken

et al. 2023

Front. Educ.

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School attendance has been historically linked to healthy states of functioning, whereas school attendance problems/absenteeism have been historically linked to unhealthy states of functioning. Indeed, school attendance and its problems are deeply embedded within multiple domains of functioning at both analytic and systemic levels. This article utilizes complex systems theory and the concept of early warning signals to illustrate how changes in school attendance could indicate instability and perhaps sudden transitions to unhealthy states of functioning for students, families, schools, and communities. The article reviews how school attendance problems/absenteeism intersect with functioning at analytic (academic, social–emotional, mental health, physical health, family) and systemic (school and community) levels. The article also includes recommendations for how viewing changes in school attendance as early warning signals could improve health-based protocols (enhancing access to care; integrating systems of care) and school-based practices (developing multi-tiered systems of support models and community asset maps; modifying educational and policy perspectives). A primary theme involves more streamlined efforts to identify movement from healthy to unhealthy states among individuals to assign proactive and personalized treatment avenues (health-based protocols) and among systems to enact needed intervention supports and reforms (school-based practices).

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Section: Academic Functioningmentioning

confidence: 99%

School attendance problems and absenteeism as early warning signals: review and implications for health-based protocols and school-based practices

Kearney,

Dupont,

Fensken

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

show abstract

Math abilities in autism spectrum disorder: A meta-analysis

Tonizzi

Usai

2023

Research in Developmental Disabilities

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School placement trajectories of students with special educational needs—A longitudinal analysis of administrative data

Snozzi,

Müller,

Zurbriggen

2024

Research in Spec Educ Needs

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School transfers may be particularly challenging for students with special educational needs (SEN), and may negatively impact academic and social outcomes for these students. In countries with multiple placement options for students with SEN, although transfers between different types of placements are plausible, studies on this phenomenon are rare. The current study investigates individual placement trajectories over 11 years of compulsory education, using administrative data from a Swiss canton (i.e. federal state) about students with intensive SEN support. We employed sequence analysis to describe individual characteristics of placement trajectories (type of placements attended, number and timing of transfers), and to identify typical placement trajectories. Findings indicate that students with SEN experience frequent placement transfers, however, high variability between individual placement trajectories exists. Four clusters representing typical placement trajectories emerged. The clusters differed in the placements predominately attended by students, the number of transfers experienced, as well as in the distribution of students' age, gender and first language. These differences may reflect variations between clusters in the type and severity of students' SEN. Our study results underscore the importance of understanding the dynamics of placement trajectories for students with SEN, contributing valuable insights into the complexities of their educational journeys.

show abstract

Exploring cumulative disadvantage in early school leaving and planned post‐school pathways among those identified with special educational needs in Irish primary schools

Cited by 4 publications

References 54 publications

School attendance problems and absenteeism as early warning signals: review and implications for health-based protocols and school-based practices

School attendance problems and absenteeism as early warning signals: review and implications for health-based protocols and school-based practices

Math abilities in autism spectrum disorder: A meta-analysis

School placement trajectories of students with special educational needs—A longitudinal analysis of administrative data

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