Research to Repair: Feasibility Study of an MTSS Framework for School Attendance in Australian Schools

• In Event: From Research to Recovery: Innovative Approaches for Promoting School Attendance from Australia

Abstract

1. Objectives or Purposes
Chronic absenteeism (CA), defined as missing 10% or more of school, doubled post-pandemic, necessitating a focus on prevention and early intervention, two major components of an MTSS framework. Our main objective was to assess the feasibility and adaptability of the US-developed MTSS framework for school attendance (MTSS-SA) in Australian schools. Specifically, we aimed to determine if:
a. Training increased participants' knowledge, awareness, confidence, and intent to implement MTSS-SA.
b. Participants perceived MTSS-SA as appropriate, reasonable, and likely to improve attendance.
2. Perspectives/Theoretical Framework
The tiered public health framework emphasizes prevention, early intervention, data-based decision-making, and effective practices. Ecological systems theory highlights the importance of considering the layers of systems in which students exist and how interactions between the student and systems influence attendance. These theories inspired our framework and the selection of evidence-based practices (EBPs) respectively.
3. Methods, Techniques, or Modes of Inquiry
This mixed-methods longitudinal study included 58 participants from 17 Queensland schools using Positive Behavior Supports (PBS). Participants attended a full-day workshop with materials adapted to the Australian context and two one-hour check-ins. Two case study schools had an additional check-in and a one-hour focus group to study implementation in greater depth. (Note: Qualitative results for the case study schools are currently being analyzed.)
4. Data Sources, Evidence, Objects, or Materials
The primary outcome measure was school attendance, collected as tiered de-identified attendance data. Surveys were completed at four timepoints: pre-workshop (T1), post-workshop (T2), 6-week (T3), and 12-week (T4) follow-ups. T1-T4 participants rated their confidence in using 12 workshop practices and completed the Attendance Works (2022) School Practice Self-Assessment. At T2, participants rated the usability of workshop knowledge/skills, their self-efficacy, and outcome expectancy on a scale from 1-10. The RedPed tool tracked seven implementation determinants. (Focus group data will be analyzed to identify themes within and between the two schools.)
5. Results:
- T1 & T2 surveys showed a substantial increase in mean scores for all 12 skills. Scores decreased at T3 but increased again at T4.
- At T2, most participants rated usability (77%), self-efficacy (69.8%), and outcome expectancy (62.8%) as 9-10.
- Cohort-wide mean scores improved for all 12 workshop practices at T3 and T4.
- At T1, participants identified workload and stress as substantial barriers. At T4, scores for both improved, and participants reported high benefits for using MTSS-SA. Schools also reported significant difficulties accessing and manipulating data from their student information systems (SIS). Consequently, limited tiered attendance data were collected from participating schools.
6. Scientific/Scholarly Significance
In 2016, the US Department of Education referred to chronic absenteeism as a “hidden educational crisis.” Post-pandemic CA rates in the US and Australia spotlight CA as an international crisis. Our study provides preliminary support that an MTSS framework represents a promising way to tackle it and that the framework integrates well with existing PBS efforts in Australian schools. Findings contribute to the broader understanding of how tiered support systems can be effectively adapted and implemented in different educational settings.

Author

• Patricia Graczyk, University of Illinois at Chicago