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22 Feb 2024,11:45 AM
Rankine, J., Goldberg, L., Miller, E., Kelley, L., & Ray, K. N. (2023). School nurse perspectives on addressing chronic absenteeism. The Journal of School Nursing, 39(6),
Absenteeism occurs when students meet a threshold percentage for missing school days, resulting in negative educational outcomes like grade failure and dropouts, resulting in poor health during adulthood. As such, due to the school nurse's positioning at the center of health and education, Rankine et al. (2023) article examines the school nurses' point of view on reducing chronic absenteeism by characterizing their current role. The authors also seek to identify the challenges they face in their work of reducing absenteeism. As a result, 23 school nurses working with high school students were interviewed to identify actions that could curb absenteeism aligned with domains of Care Coordination, Leadership, Quality Improvement, and Community and Public Health. A qualitative analysis of semi-structured phone interviews centered on roles, barriers, and facilitators in addressing chronic absenteeism was used, in addition to utilizing existing data collected from the 2014 Healthy Allegheny Teens Survey (HATS) to guide the school level’s purposeful sampling. The authors developed the interview guide by creating an interactive process from the NASN framework for 21st Century School Nursing Practice and the Consolidated Framework for Implementation Research. Two trained investigators conducted the interviews from February 2019 to January 2020 after obtaining verbal consent. Audio recordings were transcribed verbatim, and the identity of the interviewees was removed. A thematic content analysis was utilized to analyze the transcripts for theme and subtheme identification. The two interviewees autonomously coded each interview to create a provisional codebook based on the interviews (first five). Interviews were then coded using Dedoose 8.3.17, with an update on the codebook throughout the process. As a result, the authors found four care coordination school nurses' actions perceived to curb absenteeism. These include direct care, coordinated care, direct engagement with students and families to prevent absenteeism, provision of case management to students experiencing hectic absence patterns, and care coordination with community-based health services. The authors also found three barriers and three subthemes hindering care coordination. The authors also found two leadership actions of school nurses perceived to curb absenteeism and three challenges faced by leaders to address absenteeism, in addition to two ways school nurses tackle chronic absenteeism and three barriers to addressing chronic absenteeism via quality improvement activities. Interviewees further illuminated two ways absenteeism is reduced within the community and public health domains.
Lee, K., Brown, C., Singerhouse, E., Martin, L., & McMorris, B. J. (2023). School Nurses and Chronic Absenteeism in Schools: A Qualitative Study on Experiences, Perspectives, and Roles. The Journal of School Nursing, 10598405231210959.
Due to the essentiality of regular attendance for the academic success of students and the consideration of few studies on the differences between partial- and full-day absences or school nurses’ role in curbing student absenteeism, Lee et al. (2023) comes in handy to explore the role of the school nurse in full- and partial-day student absences and highlight their challenges and promoters to overpowering absenteeism, in addition to their perspectives concerning the impact of student absenteeism through a qualitative data analysis from Midwestern school nurses’ six focus groups with 21 participants. Absenteeism in the middle of family and health, at the center of family and school, and in the middle of family and ecological systems, in addition to school nurse roles in supporting chronically absent students, was investigated. The authors focused on investigating the subjective experiences of the school nurses by collecting focus group data. As a result, the authors found differences in how students with physical health issues were supported by families and schools, compared to mental health issues, as one of the factors linked to youths with absenteeism, in addition to competing interests between families and school systems in cases where absenteeism is not necessarily connected to health. The authors also illuminated the perception of nurses on the intersection of specific family experiences with macrosystems to impact CA and showed that family experiences are related to the macrosystem, like limited family resources such as food insecurity, and also impacted partial-day absences. Furthermore, the nurses were identified to play a supporting role, making referrals to collaborative intervention, meeting the needs of the students, and then taking them back to instructional time in identifying chronically absent students.
Gottfried, M. A., & Ansari, A. (2021). Detailing new dangers: Linking kindergarten chronic absenteeism to long-term declines in executive functioning. The Elementary School Journal, 121(3), 484-503.
Absenteeism lies at the top during kindergarten and all elementary school years. With the lack of research on absenteeism and executive function (EF) skills, Gottfried & Ansari's (2021) study comes in handy in examining the connection of absenteeism in kindergarten to short and long-term executive function (EF) skill development. The authors embrace nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11, and fixed-effects modeling to identify a connection between kindergarten absenteeism and reduced working memory and cognitive flexibility outcomes. Data was obtained from children in the fall and spring of the 2010–11 school year to create a sample of about 14,370 kindergartners after amputation. The authors further utilized the numbers reversed (W score) and DCCS scores as outcomes and provided all the information of the study in the user manual available publicly. In their hypothesis on the correlation of more absence with weaker EF outcomes, they found variation in the pattern depending on the definition of absenteeism, and evidence reveals a long-term decline of executive functioning skills. As a result, chronically absent kindergartners were found to have similar EF outcomes at the close of kindergarten compared to children without chronic absenteeism. However, poor health and low income are recorded among a greater percentage of chronically absent compared with children without chronic absenteeism in kindergarten. The connections between kindergarten absenteeism and EF development of children were also found to persist throughout the early elementary school grades. Additionally, the outcomes of absenteeism were identified to vary to a great extent depending on key subgroups of children.
Gase, L. N., DeFosset, A., Perry, R., & Kuo, T. (2016). Youths' perspectives on the reasons underlying school truancy and opportunities to improve school attendance. The Qualitative Report, 21(2), 299.
The common occurrence of school truancy and the lack of research on youths' perspectives concerning the underlying reasons for and the best ways to overcome this phenomenon warrants a Gase et al. (2016) study that examines factors that contribute to the choices of youths to skip or ditch classes and identifies recommendations from youths to improve system functioning and improve truancy. The authors conducted interviews using a qualitative descriptive approach partnered by the community and embracing 39 youths from South and East Los Angeles with a truancy history. As a result, the experiences and recommendations provided by the youths reveal various factors that affect school truancy, suggesting potential leverage ideas for truancy reduction, like modifying the school environment to promote student engagement, addressing truancy through a more effective school response, and involving and engaging parents. The authors found boring, irrelevant, and difficult School curricula, impersonal instructional styles, negative teacher-student relationships, school or class size, and a chaotic and unsafe work environment as factors that promote the choice of youths to be absent the whole days of school with time. They also found that youths who skip or ditch view responses of schools and others to truancy by highlighting the school's failure to respond to the first instances of truancy and the school's failure to identify manipulation of lines of teacher-parent communications. The youths further illuminated academic engagement, perception of the school’s care, and perceived severity as the three emotional reactions to school characteristics and truancy response. As such, Gase et al. (2016) results come in handy for policymakers, researchers, and school practitioners in addressing school truancy by highlighting the intricate array of factors influencing it.
Ewing, E. L., Davis, B., & Guz, S. (2023). “I Hope I Make It”: Alternative School Students’ Attendance and the Need for an Expanded Accountability. Urban Education, 58(6), 1383-1414.496-505.
The dropout crisis and racially disproportionate patterns of school exclusion warrant scholarly and public attention. As such, the experiences of students in various school settings (including alternative schools) require a look at, warranting Ewin et al. (2023), that discusses the factors leading to absenteeism and the circumstances leading to the enrollment of an alternative setting, using semi-structured qualitative interviews among 11 alternative school students supervised by a team of four researchers at Ford High School. Each interview lasted an hour and touched on different perceptions of the schooling experiences before and while in Ford. The flexible coding method was then utilized to perform two coding rounds in NVIVO. Student responses were later reviewed through specific research lenses. As a result, the author's conversations with students reveal barriers to attendance faced by alternative school students due to various social problems, including stable housing, means of school transport, feelings of belonging, and flexible staff support. Since two of these barriers concern issues past the school, the authors argue for an "expanded accountability," where the language of "accountability" is extended to encompass noneducational policymaking. This argument states the false nature of inherent challenges that presume student attitude or motivation to be the problem and affirms the barriers alternative students face beyond individual shortcomings. It also suggests the need for a more expansive meaning of transforming education. The authors further challenged the presumption that attendance can or should be solely addressed through school-level interventions without considering a broader social context question. Therefore, the authors argue for the need for an extended vision of accountability to facilitate a paradigm that would hold noneducational decision-makers responsible for their actions' effect on the tenor of student, teacher, and school environment aiming for success.