Reincluding: Providing Support to Reengage Youth who Truant in Secondary Schools

Abstract

Truancy, a complex, unresolved educational issue in countries with compulsory attendance policies, has the potential to cause further educational inequity in times of a global COVID-19 pandemic. At the time of this study, there was a paucity of research regarding youth perspectives of truancy compared to adult perspectives. To address this gap in truancy scholarship, data from a grounded theory study were used to indicate how a sample of 13 students who were truant in New Zealand explained their experiences of reinclusion in learning after persistent absences. Findings showed that support by a significant adult, not necessarily a teacher, and peers were vital in helping youth who are truant to develop a positive and determined attitude to reengage with learning. Results will support school leaders, counsellors, and teachers to further develop inclusive approaches that promote student well-being and achievement.

Qualitative Study Examining Attendance for Secondary School Pupils With Long-Term Physical Health Conditions

“…This finding adds to the evidence showing that in contrast to their healthy peers ( Lum et al, 2019 ), CYP’s sense of well-being at school ( Pini et al, 2019 ) is much lower for those with LTPHCs. It also reflects research on youths who are truant, confirming that CYP need to be “accepted, not belittled; to be trusted, not suspected; to belong, not to be disconnected” ( Baskerville, 2022, p. 110 ). School practices for managing attendance included those that were supportive, recognising that CYP could be absent because of their health condition.…”

“…Globally a plethora of research and policy attention over many years have been directed toward tackling absenteeism to mitigate the negative effects of not being in school. This includes research focussing on interventions to tackle different “types” of absenteeism; for instance, school refusal (where young people openly refuse to go to school as it causes them emotional distress and do not hide absence from their parents) and truancy (where young people deliberately do not attend school without the consent or knowledge of their parents) ( Baskerville, 2022 ; Heyne & Brouwer-Borghuis, 2022 ).…”

“…Studies have variously examined different theoretical frameworks and approaches designed to redress low attendance. These include those positioning absence as a condition within a pupil’s control, those seeking to change pupil behaviour, foster well-being, and promote school sense of belonging, and those seeking to tackle the emotional factors contributing to school absence ( Baskerville, 2022 ; Halligan & Cryer, 2022 ; Kearney et al, 2022 ; Kipp, 2022 ). On-the-ground school practices include using incentives to enhance attendance but with varied levels of success ( Balu & Ehrlich, 2018 ) and punitive measures involving the use of discipline, exclusion, and legal interventions for attendance ( Department for Education, 2022 ).…”