Enabling School-Level Advances in School Avoidance at a Systems Level

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

Abstract

1. Objectives or purposes
This presentation shares learnings from a co-designed model which focuses on building the capability of primary schools to support the mental health of their students. An emerging area which has been identified by schools implementing the model is the need to address school avoidance for their students. This presentation will present on the professional learning provided to these schools, and share case studies of the practices schools have chosen to implement as part of the prevention, early intervention and support approaches.
2. Perspective(s) or theoretical framework
Our model is lead by educators within the schools, with a focus on building the capacity of all school staff, improving care pathways between schools and health services, evidence-informed practices across all tiered levels of support as well as connections with families.
The multi-tiered system of supports (MTSS) is widely a used framework within educational settings that provides an increasing level of academic and behavioural support to meet increasing levels of need. Our co-designed model leverages existing educational frameworks to take a “community relations model”, which proposes that all individuals (e.g students, teachers, families, community etc) within a system contribute to the ‘solutions’ that enable schools to address a common collective predicament.
3. Methods, techniques, or modes of inquiry
Using an exemplar case study approach, we will draw from the 968 primary schools who are currently implementation the co-designed model in Victoria, Australia. Participants have been implementing the model for between 1 to 3 years.
4. Data sources, evidence, objects, or materials
The ‘exemplar’ practices and strategies implemented by schools via qualitative discussions where schools shared the individual practices that have improved school avoidance difficulties within their schools.
5. Results and/or substantiated conclusions or warrants for arguments/point of view
Schools identified a number of practices that align with the different Tiers of MTSS, and highlight how individual practices can be adjusted to be implemented across Tiers. Broadly, different strategies aligned with domains such as school climate, social networks, social and emotional wellbeing, student-teacher relationships and school-family partnerships.
6. Scientific or scholarly significance of the study or work
Drawing from a system level initiative across a large number of schools, the identification of exemplar school practices that enable schools to address school avoidance across a number of different contexts will advance understanding as to the different practices schools could use to address school avoidance.

Author

• Jon Quach, University of Melbourne