School absence in children with fractures: Is it unnecessary school regulations that keep children away from school?

Conroy, J.; Conroy, Paula M.; Newman, Raymond J.

doi:10.1016/j.injury.2006.01.008

Cited by 13 publications

(4 citation statements)

References 3 publications

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Section: Discussioncontrasting

confidence: 71%

“…The results from our study regarding rest periods were found to be longer than the periods reported by Conroy et al 13 The average duration of absence was reported as 4 days for upper extremity fractures and 21 days for lower extremities in their study. 13 In our study, the upper and lower extremity absence periods were calculated as 11.3 days and 26.9 days, respectively. In our study, the average rest period of those patients who presented with malleolus and tibia fractures was calculated to be 37 days, and it was determined that they required a relatively longer period of absence compared to other lower extremity fractures.…”

Section: Discussioncontrasting

confidence: 71%

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Analysis of the factors affecting school attendance in pediatric fractures

2023

AOTT

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Objective: This study aimed to examine the average duration of school absence according to the type of fracture and the factors affecting the duration of absence in children who had difficulty going to school after an acute orthopedic injury. Methods: Patients between the ages of 6 and 17 who applied to the emergency department of our hospital and were treated for orthopedic trauma during a teaching period between September 2022 and December 2022 were examined. This study was designed prospectively. All school-aged patients with upper or lower extremity fractures requiring hospitalization or outpatient treatment were included in this study. Information about school absences and school starting dates were recorded at the outpatient clinical presentations of these patients. Results: A total of 126 patients were included in this study. The mean age of the patients was 11.7 (range = 6-17) years. The gender ratio was determined as F/M = 20/106. The average time absent from school was 14.7 (range = 2-61) days. Distal radius fractures were the most common upper extremity fractures; the mean time away from school was 7.9 days. In lower extremity fractures, lateral malleolar fracture was the most common complaint, and the mean duration of absence was calculated as 21.8 days. The periods of absence were mainly determined by the family or the child. Conclusion: One of the critical findings in this study was that rest periods were primarily determined by the parents and/or the child and not by the physician. The need to use crutches and/or transportation difficulties were other reasons for the absence. For these reasons, teachers and school management should be sensitive to the adverse effects of absenteeism on the child's success and provide facilitating support and home education opportunities when necessary. Level of Evidence: Level II, Prognostic study.

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Section: Discussioncontrasting

confidence: 71%

Section: Discussioncontrasting

confidence: 71%

Analysis of the factors affecting school attendance in pediatric fractures

2023

AOTT

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“…Conversely, inadequate school climate is significantly related to attendance problems. Primary reasons include poorly tailored academic curricula and student boredom, rigid disciplinary practices regarding attendance and misbehavior, frequent student-teacher conflict, and neglect of language and cultural differences between families and teachers (Conroy et al 2006;Guare and Cooper 2003;National Center for Education Statistics 2006a;Weisman and Gottfredson 2001).…”

Section: Educational Approaches Toward Problematic Absenteeismmentioning

confidence: 99%

An Interdisciplinary Model of School Absenteeism in Youth to Inform Professional Practice and Public Policy

2008

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Problematic school absenteeism in youth has long been a complex and vexatious issue for psychologists, educators, and researchers from other disciplines. An examination of problematic school absenteeism from different perspectives over many decades has led to poor comparability across publications, policies, and assessment and intervention protocols. This article briefly reviews literature from psychology, social/criminal justice, and education to outline important factors that influence school absenteeism. An interdisciplinary model is then proposed with an emphasis on common terminology and definitions, comprehensiveness with respect to proximal and distal influences, fluidity and flexibility to account for rapid changes in this population, and user-friendliness to generate suggestions regarding assessment and intervention. Implications of the model are then drawn for professional practice and public policy, including recommendations for individual and systemic intervention at multiple levels of risk and severity.

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“…Previous studies have shown that children with upper limb fractures are absent from school for a few days [13, 14]. A letter by the attending physician to the child's teacher explaining the situation could make the child's adjustment at school much easier [14].…”

Section: Discussionmentioning

confidence: 99%

Children's daily living activities during immobilization of upper-limb fractures with an above- or below-elbow cast

Aviv

Bar‐On

Weigl

et al. 2008

Journal of Children's Orthopaedics

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Background The purpose of this prospective study was to assess the impact of cast immobilization on the activities of daily living in children with fractured upper limbs. Methods Using the Activities Scale for Kids (ASK), 52 consecutive children (17 girls, 35 boys), aged 5-15 years (mean, 9 years), with upper limb fractures treated by means of above-or below-elbow casts were assessed. The files were reviewed for background and fracture-related data. Results Mean score of the above-elbow group was 65.4 ± 15.5 points on the ASK capability domain (ASK-c) (with cast) and 98.7 ± 3 points on the ASK-performance domain (without cast). Corresponding scores for the belowcast group were 89.8 ± 13 and 99.5 ± 2. Factors that positively affected overall function were older age, male sex, shorter duration of pain, and less displacement. On multivariate analysis, only age proved to be a potential predictive factor. Cast position and hand dominance had no effect. The specific activities affected were personal hygiene, dressing, making a snack, and reaching high objects. ConclusionsTo ease their children's adjustment to forearm cast immobilization after fractures, parents should be educated in the areas of daily living that may be affected. This is particularly true for younger children with more displaced fractures that cause more pain.

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School absence in children with fractures: Is it unnecessary school regulations that keep children away from school?

Cited by 13 publications

References 3 publications

Analysis of the factors affecting school attendance in pediatric fractures

Analysis of the factors affecting school attendance in pediatric fractures

An Interdisciplinary Model of School Absenteeism in Youth to Inform Professional Practice and Public Policy

Children's daily living activities during immobilization of upper-limb fractures with an above- or below-elbow cast

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