The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems

Melvin, Glenn; Heyne, David; Gray, Kylie Megan; Hastings, Richard P.; Totsika, Vasiliki; Tonge, Bruce John; Freeman, Mina Mirjana

doi:10.3389/feduc.2019.00061

Cited by 75 publications

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“…From an ecological systems perspective, school absence or non-attendance is a phenomenon that is poorly described ( Melvin et al, 2019 ). Part of the difficulty arises because the scientific community has yet to agree on a typology for describing school non-attendance problems ( Heyne et al, 2019 ).…”

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confidence: 99%

“…Related to that school non-attendance is a complex phenomenon associated with multiple factors present at multiple levels of different systems. Melvin et al (2019) recently proposed a conceptual multi-level framework that organises the factors likely to be associated with school non-attendance across an inclusive, nested bio-ecological framework. The framework uses the conceptual structure of Bronfenbrenner’s bio-ecological model to organise factors known to be related to developmental outcomes across levels of influence that differ in their proximity to the child ( Bronfenbrenner & Morris, 2006 ).…”

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confidence: 99%

“…family composition) and school characteristics (e.g. school climate, relationships in school, inclusivity) that have been shown to be related to school attendance or academic engagement ( Melvin et al, 2019 ). At the exosystem, Melvin and colleagues (2019) proposed that factors related to non-attendance include the availability of community support services, transport and school factors such as school type, school climate and organisational factors.…”

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confidence: 99%

“…school climate, relationships in school, inclusivity) that have been shown to be related to school attendance or academic engagement ( Melvin et al, 2019 ). At the exosystem, Melvin and colleagues (2019) proposed that factors related to non-attendance include the availability of community support services, transport and school factors such as school type, school climate and organisational factors. At the macro-level, government policy on attendance, cultural values, neighbourhood characteristics (especially poverty and household size) were identified as factors related to school non-attendance ( Melvin et al, 2019 ).…”

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confidence: 99%

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Types and correlates of school non-attendance in students with autism spectrum disorders

Totsika

Hastings

Dutton

et al. 2020

Autism

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School non-attendance in autism spectrum disorders has received very little attention to date. The study aimed to provide a comprehensive description of school non-attendance in students with autism spectrum disorders. Through an online survey, parents of 486 children (mean age: 11 years) reported on school attendance over 1 month and reasons for instances of non-attendance. On average, students missed 5 days of school of a possible 23 days. Persistent non-attendance (absent on 10%+ of available sessions) occurred among 43% of students. School non-attendance was associated with child older age, not living in a two-parent household, parental unemployment and, especially, attending a mainstream school. School refusal accounted for 43% of non-attendance. School exclusion and school withdrawal each accounted for 9% of absences. Truancy was almost non-existent. Non-problematic absenteeism (mostly related to medical appointments and illness) accounted for 32% of absences. Non-problematic absenteeism was more likely among those with intellectual disability, school refusal was more likely among older students and school exclusion was more likely among students from single-parent, unemployed and well-educated households. Findings suggest that school non-attendance in autism spectrum disorders is a significant issue, and that it is important to capture detail about attendance patterns and reasons for school non-attendance. Lay abstract Our study aimed to describe school non-attendance in students with autism. We conducted an online survey. Parents of 486 students (mean age: 11 years) indicated which days their child had missed school (over a period of 1 month). If the child had missed a day, the parent was asked to select a reason from a list of 15 possible reasons (this is a measure of types of school non-attendance called SNACK (School Non-Attendance ChecKlist; Heyne et al., 2019)). On average, students missed 5 days of school of a possible 23 days. Missing over 10% of school is known as persistent absence, and in our study, 43% of students experienced persistent absence. Older students, who attended mainstream schools, who did not live in a two-parent household and whose caregiver was unemployed were more likely to miss school. Looking at the reasons for absence, school refusal was the most frequent reason, accounting for 43% of absences. Nine percent of absence was due to school exclusion. Nine percent of absence was due to school withdrawal. Truancy was almost non-existent. A final reason describes non-problematic absence that is mostly due to medical appointments and illness. This type of absence accounted for 32% of absences in our study, and it was more likely in student with intellectual disability. School refusal was more likely among older students. School exclusion was more likely among students from single-parent, unemployed and well-educated households. Findings from this study help us to understand better the difficulties students with autism experience attending school.

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confidence: 99%

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Types and correlates of school non-attendance in students with autism spectrum disorders

Totsika

Hastings

Dutton

et al. 2020

Autism

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“…Injuries, in turn, can lead to unexplained school absenteeism, con rmed by our nding of OR 5.21 for missing school (p < 0.001) associated with rural residence. High absenteeism is likely to also involve anxiety, transport, bullying and di culties with schoolwork (Melvin et al, 2019).…”

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confidence: 99%

How rural residence and gender associate with Mental Health: a cross-sectional study among Chinese early adolescents

She

Zhao²,

2020

Preprint

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Background: Mental health disorders are the leading cause of disability in youth globally. China has the world’s second largest pediatric population with growing urban-rural inequalities.Objectives: 1) to examine the prevalence and gender differences in drug use, depressive symptoms, social support and externalizing behaviors in adolescents from an underserved rural community; 2) to compare results to a known urban sampleMethods: A cross-sectional study was conducted among children 12-14 years-old from rural Guizhou (N=76) using the 2003 Global School-based Student Health Survey. Prevalence and gender differences of 19 mental health outcomes were calculated and compared to those from a public urban Beijing sample (N=1,629). Associations of outcomes with gender and rural residence were assessed using multivariate logistic regression models in a combined analysis.Results: The prevalence of 9 out of the 19 investigated outcomes was significantly higher in the rural sample. In rural Guizhou, female gender was associated only with lower prevalence of physical fights. In the combined analysis, rural residence was associated with higher risks of lifetime troubles due to drinking, loneliness, insomnia, hopelessness, injuries and absenteeism. Girls had lower risks of recent drinking, inebriation, troubles due to drinking, recent smoking, fights, injures and bullying victimization compared to boys. Conclusion: Higher risks of excessive drinking, depressive symptoms, poor social support, and externalizing behaviors were found in rural adolescents compared to their urban peers. Girls had lower risks of drug use, poor peer support and externalizing behaviors. These findings call for targeted interventions informed by contextual and gender specifications.

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Parent/carer views on support for children's school non‐attendance: ‘How can they support you when they are the ones who report you?’

Lissack¹,

Boyle

2022

Review of Education

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This article presents findings from research focusing on parent/carer views of support received for school non‐attendance. Research has consistently demonstrated poor short‐term and long‐term outcomes for children who experience school non‐attendance and there is growing concern in the UK, and across the world, for children who miss education. School non‐attendance is a challenging and long‐standing phenomenon for schools, professionals, and families alike, yet there is limited existing research that explores what support is provided for children who struggle to attend school. In this study, an online questionnaire was used to gather views from parent/carers (n = 289) who have a child(ren) who experiences difficulties attending school. Parent/carer views were elicited on what support they had received. Views on how this support could be improved were also gathered. The findings demonstrate that school non‐attendance represents a challenging, complex and at times desperate situation for many parent/carers. Parent/carer views on the support received varied, reflecting the complex and individualised nature of attendance difficulties. Parent/carers valued home‐school partnerships that encompassed kindness and removed parent/carer blame for their child's non‐attendance. The findings contribute to an understanding of school non‐attendance from the view of parent/carers and highlights implications for the practice of school staff and external professionals. These implications are discussed within an exploration of possible future actions for addressing the complex and challenging nature of school non‐attendance.

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The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems

Cited by 75 publications

References 74 publications

Types and correlates of school non-attendance in students with autism spectrum disorders

Types and correlates of school non-attendance in students with autism spectrum disorders

How rural residence and gender associate with Mental Health: a cross-sectional study among Chinese early adolescents

Parent/carer views on support for children's school non‐attendance: ‘How can they support you when they are the ones who report you?’

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