In2School@school: Providing Educational Renewal for Students who are Chronically Absent

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

Abstract

1. Objectives or Purposes: In2School@School is a tier three program supporting chronically absent students to return to school gradually while receiving social-emotional and family-based supports. The program builds teachers’ capacity to understand students’ complex needs and empowers education sites to respond effectively to school attendance difficulties.

2. Perspectives or Theoretical Framework: Ecological systems theory guided the exploration of interactions between students, schools, and wider systems of family and community, creating a safe environment that supports students’ return to school (Melvin et al., 2019).

3. Methods, Techniques, or Modes of Inquiry: An emancipatory action research methodology was used, focusing on collaboratively investigating and transforming identified issues or problems from practice (Zuber-Skerritt, 1996).

4. Data Sources, Evidence, Objects, or Materials: The primary outcome measure was school attendance, collected through attendance data. Quality of life data (KIDSCREEN-27) and emotional and behavioral problems outcome data (Strengths & Difficulties Questionnaire-SDQ) were collected pre- and post-intervention from students and parents. The School Refusal Assessment Scale (SRAS) was collected at pre-intervention to assess the function of the school attendance problem. Program feedback forms captured parent and student reflections.

5. Results and/or Substantiated Conclusions: Over two years, sixteen students completed the program. Intake 1 included eight youths aged 12-16 years (M=14.75, SD=1.28) and Intake 2 included eight youths aged 11-13 years (M=12.25, SD=0.71). Intake 1 spent 30 weeks in the program and Intake 2, 40 weeks. Participation led to a 13% increase in average daily attendance. The average attendance at the end of the program for Intake 1 was 62% (range 48%-92%) and Intake 2, 72% (range 41%-98%). Six-month follow-up data from Intake 1 showed continued attendance increase, with an average of 77%. The program positively impacted students’ emotional and behavioral problems. SDQ results decreased across student-reported internalizing and externalizing problems, and impact scores. KIDSCREEN-27 scores increased in physical wellbeing, psychological wellbeing, and parent relations and autonomy. SRAS data indicated different reasons for non-attendance between intakes. Parents/caregivers reported high satisfaction with the program, appreciating the information and detailed assessments. Students valued the strategies used to return to school, working with staff, and individualized support.

6. Scientific or Scholarly Significance: Students who are chronically absent require intensive supports to return to school. The program addresses child, family, and school factors, suggesting that students with complex needs can be successfully re-engaged with education.

Author

• Lisa McKay-Brown, University of Melbourne