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"School attendance"
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Reliability and validity of the Swedish version of the inventory of school attendance problems (ISAP)
School attendance problems (SAPs) are heterogenous in nature and thus warrant rigorous assessment prior to intervention. The Inventory of School Attendance Problems (ISAP) is a new instrument that supports a comprehensive assessment of SAPs. This study is the first evaluation of the Swedish version of the ISAP. A web survey comprising the ISAP, School Refusal Assessment Scale-Revised (SRAS-R), and the Strengths and Difficulties Questionnaire (SDQ) were administered to a Swedish community sample (
n
= 399) of secondary school students aged 12–16 years. We employed a cross-sectional design to test the factor structure of the Swedish ISAP using confirmatory factor analysis (CFA). Additionally, we evaluated internal consistency using Cronbach’s alpha and omega total, and we evaluated convergent validity by comparing the ISAP with subscales from the SRAS-R and SDQ. Factor analysis yielded support for a predicted 13-factor model. Despite the Chi-square test indicating a significant misfit, the remaining fit indices suggested an adequate model fit. In this sample, there was adequate internal consistency for most scales. Correlations between ISAP factors and related constructs were generally large and positive. Overall, the findings support the reliability and validity of the Swedish ISAP, indicating its potential as a valuable tool for understanding SAPs among students in community samples. Further research is needed to explore its applicability in clinical samples.
Journal Article
Apartment 1986
Skipping a day at her elite New York City prep school when things get a bit too intense, Callie befriends a boy who's doing research throughout the city's museums and they try to reveal why her grandmother wants to travel back to 1986.
Book
Integrating Systemic and Analytic Approaches to School Attendance Problems: Synergistic Frameworks for Research and Policy Directions
BackgroundSchool attendance and school attendance problems are complex and significant indicators of child and adolescent health and development. The study of school attendance/problems has a rich history but one that has bifurcated into detached systemic and analytic approaches.ObjectiveIntegrative heuristic frameworks are pursued to enhance synergy regarding school attendance/problems via shared conceptual schemas, cohesive organization of key variables, fundamental evolutionary processes, assimilated measurement tools, and coordinated intercession strategies.MethodFive major domains (and themes) of the school attendance/problems literature are presented to juxtapose systemic and analytic approaches in this area: core constructs (dimensional and categorical), influencing factors (distal and proximal), trajectories (continuous and discontinuous), measurement (evaluation and assessment), and intercession (intervention and treatment).ResultsSystemic and analytic approaches to each major domain of school attendance/problems contain key commonalities for integrative heuristic frameworks. These frameworks include symbiotic categorical-dimensional orientations defining core constructs, shared domain architectures and ecological levels linking distal and proximal influencing factors, developmental cascade pathways accounting for continuous and discontinuous trajectories, nuanced early warning systems and data mining algorithms blending evaluation and assessment, and multi-tiered systems of support incorporating broad interventions and specific treatments.ConclusionsOnly by encompassing all valid panoramic and immersive perspectives and best practices can researchers, educators, policymakers, families, and other stakeholders fully comprehend and address the complicated ecosystem of school attendance/problems. Such integration is also necessary to effectively draw all youth, and particularly marginalized youth, into the educational process.
Journal Article
A systematic review of school refusal
Considering the problems associated with school attendance, school refusal is an adjustment problem that tends to become increasingly prevalent. The present study identifies the patterns reported in the literature on school refusal and outlines the structure and sub-components of school refusal. Therefore, the systematic review method was selected as the research method for this study. The data sources of this study consist of 40 research articles that fell within the purview of WoS and were either included or excluded according to predetermined inclusion and exclusion criteria. Using MAXQDA 2020, both content and descriptive analyses were conducted in synthesizing the data sources. As a result of the analysis, the study year, method, data collection tool, data collection procedure, data analysis, and sample were examined as descriptive characteristics. Analyzing the content characteristics, five themes were identified: risk factors for school refusal, school refusal symptoms, school refusal protective factors, approaches, and techniques for intervention in school refusal, and consequences of school refusal. The findings are provided by discussing the related literature.
Journal Article
Absent from school : understanding and addressing student absenteeism
In Absent from School, Gottfried and Hutt offer a comprehensive and timely resource for educators and policy makers seeking to understand the scope, impact, and causes of chronic student absenteeism. The editors present a series of studies by leading researchers from a variety of disciplines that address which students are missing school and why, what roles schools themselves play in contributing to or offsetting patterns of absenteeism, and ways to assess student attendance for purposes of school accountability. The contributors examine school-based initiatives that focus on a range of issues, including transportation, student health, discipline policies, and protections for immigrant students, as well as interventions intended to improve student attendance. Only in the past two or three years has chronic absenteeism become the focus of attention among policy makers, civil rights advocates, and educators. Absent from School provides the first critical, systematic look at research that can inform and guide those who are working to ensure that every child is in school and learning every day -- Provided by publisher.
Book
The relationship between depressive and anxious symptoms and school attendance among adolescents seeking psychological services in a public general hospital in China: a cross-sectional study
Background
School attendance problems (SAPs), whether absenteeism or dropout, are strongly associated with poor outcomes for adolescents. We examined multiple variables that influence SAPs to identify potential leverage points for improving school attendance.
Methods
Self-reported SAPs and demographic information was collected from 392 adolescents in adolescents presenting to the general hospital for psychological services. PHQ-9 and GAD-7 were applied to assess the severity of depressive and anxious symptoms. We constructed logistic regression analysis and the Chi-Square Automatic Interaction Detection (CHAID) segmentation analysis via SPSS Decision Tree to identifying risk factors for the development of SAPs in adolescents.
Results
SAPs were self-reported by 252 (64.3%) adolescents. The SAPs group and non-SAPs group showed a significant difference in age, PHQ9 total scores, GAD7 total scores, schools, siblings, residence, parental marital quality, general health, regular exercise, and regular diet. A post hoc comparison between the two groups showed that the frequency of SAPs was significantly higher in the moderately-severe and severe depressive groups compared with other three groups (none, mild, moderate). The frequency of SAPs in severe anxious groups was significantly different from the none-anxious group. According to the binary logistic regression analysis, the depressive severity, siblings, residence, marital quality of parents, general health, and regular diet were correlated with the SAPs among adolescents. The adjusted OR of SAPs according to moderately-severe depressive symptoms was 10.84 (95%CI: 1.967–59.742) and severe depressive symptoms was 6.659 (95%CI: 1.147–38.666). In the decision tree model, PHQ-9 severity was extracted as the first splitting variable, with regular exercise and residence as the second, and siblings as the third. The ROC curves for predicting SAPs showed a fair diagnostic accuracy of the model with AUCs of CHAID model (0.705,95%CI:0.652–0.759,
P
= 0.000) and logistic regression model (0.777,95%CI:0.729–0.824,
P
= 0.000).
Conclusion
Our study provides insights into the associations between depressive symptoms and poor school attendance and identifies a number of risk factors associated with SAPs. Effective intervention by mental health practitioners, more attention by policy makers, and further research in this area are urgently needed for adolescents.
Journal Article