Key Themes from International and National Research

Reasons for Absenteeism (Corville-Smith, Ryan, Adams & Dalicandro, 1988):

Students’ school perceptions Perception of parental discipline Parents’ control Students’ academic self-concept Perceived family conflict Social competence in class

Strategies for Improving Attendance

(Railsback, 2004; ACT DECS, 2001; NDPC) Comprehensive approaches addressing a

number of variables (e.g., school, individual, family) are most effective.

Success is increased when community members, parents, students, and school staff are involved in identifying the solutions.

Strategies continued…

Railsback (2004) highlighted 4 key areas for intervention:

1. Sound and reasonable attendance policies with consequences for missing school.

2. Early intervention in the life of the problem or as the problem emerges, especially with students and their families.

3. Programs and support specifically designed to help students with chronic attendance problems.

4. Strategies to increase engagement and relationships with students and families (I.e., family involvement in school, inclusive learning culture, mentoring, advisory programs …)

Strategies continued…

1. Sound and reasonable attendance policies (Railsback, 2004; DEET, 1999; Dayton Public Schools, 2003):

An agreed and uniformly implemented school policy. Effective schools with higher attendance levels tend to have a clearly stated and agreed policy that is known to staff, students, and parents and reflects high expectations of students.

Policy and procedures are regularly reviewed and updated.

Policy and procedures reflect strategies to address both explained and unexplained absences.

Students and families need both the incentive to attend school and meaningful consequences for chronic non-attendance.

Policies and Procedures continued…

Policies should be aligned with District and Departmental policies and goals.

Purpose should be to change behaviour not to punish.

Must be effective reporting, recording, and monitoring.

Must include full family involvement, parent notification, and frequent home-school contact.

Strategies

2. Early Intervention (Railsback, 2004; Lewisham; McHenry):

Schools need to be responsive to signs of a student becoming disinterested or struggling in class.

Promote the importance of regular attendance within the school community.

Highlighting regular/improved attendance (e.g., meaningful and appropriate incentives) in combination with other strategies.

Strategies

3. Programs and Support: (Whithers, 2004; Memphis Shelby Crime Commission; Railsback, 2004).

Cross-agency collaboration – partnerships between community agencies and schools.

Provide a continuum of supports to students (include academic, family, and health support).

A thorough system of pastoral care and counselling that reaches parents as well as students.

Appropriate referrals to community agencies. Development/provision of alternative learning

programs (education and personal development)

Strategies Engagement and relationships with students

and families (DECS, 2001; McHenry; NDPC/N; Railsback, 2004).

The most important finding in research concerning retention/attendance has been that students are more likely to remain and achieve in schools where relationships between staff, students and families are based upon trust, respect, fairness and equity.

Acknowledging and valuing students’ community cultural experiences in the curriculum including assessment.

Mentoring Regular and consistent communication with parents Finding opportunities for parents to be actively involved in

the school community (e.g., volunteering, school council)