Persistent School NonAttendance
Aims and Outcomes
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Participants will have an understanding of persistent school non
attendance and the associated risk factors
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Participants will develop an understanding of Kearney’s four
functions of school non-attendance
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Participants will explore phases of identification, planning and
intervention within a staged intervention approach
Why school non attendance?
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The problem
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In 2008 – 2009 rate of non attendance was 8.8%
Equates to every pupil missing 34 half days
Costs
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Linked to delinquency
Linked to levels of attainment
Effect on future mental health
Effect on future employment options
Activity 1: Risk Factors
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In small groups generate some risk factors
related to the following headings:
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Institutional
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Family
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Individual
Examples of Institutional Risk Factors
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Size of school
Structure of school day
Disruption and instability of school staff
Authoritarian management styles
Hostile pupil teacher relationships
Specific areas of school are hotspots for
bullying
Examples of Family Risk Factors
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Views of education and value of full attendance
Domestic violence
Atypical parental working patterns
Inadequate or poor parenting
Birth of a new child
Parental separation
Practical problems bringing child to school
Examples of Individual Risk Factors
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Social isolation/few friends
Bullying
Peer pressure
Children having to be carers
Sudden traumatic event
Moving house or school
Parental illness
Ethnic language issues
Activity 2: Physical Signs or Symptoms
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In small groups consider what physical signs
or symptoms a child or young person might
present with
School non attendance: definition
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Past terms: truancy vs school phobia
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Focus on within child deficit
Present terms: persistent school non
attendance
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Focus on why child is not attending
Looks at the function of non attendance
Four Functions of Non-Attendance
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Avoidance of stimuli that provoke general
negative affectivity
Avoidance of aversive social or evaluative
situations at school
Attention seeking behaviour
Pursuit of tangible reinforcement outside of
school
Activity 3: Four Functions
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The worksheet for this activity outlines some
possible scenarios for school non
attendance. From the information given
discuss a) the most probable function of the
non attendance and b) what other information
you would need to gain more evidence for
your hypothesis.
Function One: Avoidance of stimuli that
provoke general negative affectivity
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The negative stimuli may not be identified
Child may experience feelings such as:
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Being sick
Headaches
Stomach pains
Poor sleeping patterns
Difficulty in concentrating
Restless
Emotional trembling, shaking, crying
Function Two: Avoidance of aversive
social or evaluative situations at school
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Negative stimulus tends to be more specific
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For example
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Poor peer relationships
Possible learning difficulties
separation anxiety
Signs/symptoms are similar to Function One
Function Three: Attention seeking
behaviour
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Tends to be younger children who display this
behaviour (mean age of 9.5)
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Behaviours can be manipulative & controlling
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Signs & symptoms are similar to Function
One
Function Four: Pursuit of tangible
reinforcement outside of school
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Common reinforcers can be:
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Peer group
Using or abusing drugs and/or alcohol
Wanting to stay at home
Attention problems & more delinquent/
aggressive behaviour are more common than
in the other groups
Difficulties are less anxiety based
Activity 4: Current Practice
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In small groups discuss what preventative
measures you have in place to deal with
persistent school non attendance
Preventative approaches within school
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Monitoring attendance patterns
Establishment of safe areas
Monitoring of ‘hot spots’
Clear anti-bullying policy
Pastoral support systems
Engaging families
Social skills development
Circle time
Staged Intervention
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Schools should be able to effectively assess
and support the majority of pupils’ support
needs
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CDOs and teachers have a central role in the
identification of additional support needs
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SI allows for a comprehensive approach to
gathering information
Staged Intervention: Stage 1
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If patterns of non-attendance are consistent
and fall below 90% a staged approach should
be considered
Refer to possible risk factors
Refer to the four functions and address any
points as necessary
Progress and strategies should be reviewed
and tracked according to establishment
procedures
Staged Intervention: Stage 2
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When resources within the establishment are
necessary move to Stage 2
Staff to continue to consider risk factors and the four
functions of non attendance
Direct communication and active planning
(documentation) to take place with school,
parent/carer/child outlining ASN and outcomes
Activity 5: Staged Intervention 2
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Discuss one strategy on the activity sheet
and carry out a Strengths Weaknesses
Opportunities Barriers analysis (SWOB)
Staged Intervention: Stage 2
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Encourage parents/carers to take their child to school
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Be aware that staying at home can increase the child’s anxiety
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Explore factors such as curricular demands, home situation
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Engage with family by whatever means necessary
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Explore possibility of restricted timetable & gradual integration
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Encourage use of basic coping strategies such as relaxation and
positive self-talk
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Consultations through the JST could take place at this stage
Staged Intervention: Stage 3 and 4
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Prior to moving to stage 3 and 4 consultation
should take place at the JST
Persistent non-attendance may require multiagency input taking account of the evidence
of school intervention
Further assessment might be necessary to
identify appropriate intervention
Multi-Agency Approach
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School should be the central focus for any
coordinated level of input
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Importance of each agency having clear roles
and responsibilities
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Importance of shared definition of persistent
school non attendance
Assessment
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Assessment should ascertain if:
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Non attendance is the primary problem
It is related to or subsumed by another difficulty
such as anxiety, depression or a learning difficulty
There are any other existing medical conditions
Assessment
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Assessment should be collaborative & may
include:
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Structured interviews, exploring functions of
behaviour
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Self report measures
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Parent/teacher questionnaires or checklists
Interventions
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No single intervention strategy has proven to
be effective
Intervention should be related to the identified
function of non attendance
Intervention should be related to the
individual’s needs
A multi-stranded approach is key for success,
working at levels of individual, class & school
Research evidence
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Function One:
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Direct input with child – feelings, thoughts,
behaviour
Desensitisation
Cognitive Behavioural Therapy (CBT)
In vivo flooding
Research evidence
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Function Two
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Similar to Function One
Cognitive approaches may help to develop social
skills
Graded behavioural exposures
CBT
Research Evidence
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Function Three
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Restructuring parents’ commands
Ignoring simple inappropriate behaviours
Establishing fixed routines and ensure children
keep to these
Punishments
Reward systems
Forced school attendance
Research Evidence
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Function Four
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Family Therapy
Contracts
Communication skills training
Escorting to school & classes
Peer refusal skills training
Activity 6: Next Steps
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Pupils must have access to some form of
education.
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In order to become successful learners,
confident individuals, responsible citizens and
effective contributors, identify two aspects
that may help to improve attendance and
build capacity within your school.