Key Themes from International and National Research

1. Key Themes from International and National Research Reasons for Absenteeism (Corville-Smith, Ryan, Adams & Dalicandro, 1988): • Students’ school perceptions • Perception of parental discipline • Parents’ control • Students’ academic self-concept • Perceived family conflict • Social competence in class

2. Strategies for Improving Attendance (Railsback, 2004; ACT DECS, 2001; NDPC) • Comprehensive approaches addressing a number of variables (e.g., school, individual, family) are most effective. • Success is increased when community members, parents, students, and school staff are involved in identifying the solutions.

3. Strategies continued… Railsback (2004) highlighted 4 key areas for intervention: • Sound and reasonable attendance policies with consequences for missing school. • Early intervention in the life of the problem or as the problem emerges, especially with students and their families. • Programs and support specifically designed to help students with chronic attendance problems. • Strategies to increase engagement and relationships with students and families (I.e., family involvement in school, inclusive learning culture, mentoring, advisory programs …)

4. Strategies continued… • Sound and reasonable attendance policies(Railsback, 2004; DEET, 1999; Dayton Public Schools, 2003): • An agreed and uniformly implemented school policy. Effective schools with higher attendance levels tend to have a clearly stated and agreed policy that is known to staff, students, and parents and reflects high expectations of students. • Policy and procedures are regularly reviewed and updated. • Policy and procedures reflect strategies to address both explained and unexplained absences. • Students and families need both the incentive to attend school and meaningful consequences for chronic non-attendance.

5. Policies and Procedures continued… • Policies should be aligned with District and Departmental policies and goals. • Purpose should be to change behaviour not to punish. • Must be effective reporting, recording, and monitoring. • Must include full family involvement, parent notification, and frequent home-school contact.

6. Strategies • Early Intervention (Railsback, 2004; Lewisham; McHenry): • Schools need to be responsive to signs of a student becoming disinterested or struggling in class. • Promote the importance of regular attendance within the school community. • Highlighting regular/improved attendance (e.g., meaningful and appropriate incentives) in combination with other strategies.

7. Strategies • Programs and Support: (Whithers, 2004; Memphis Shelby Crime Commission; Railsback, 2004). • Cross-agency collaboration – partnerships between community agencies and schools. • Provide a continuum of supports to students (include academic, family, and health support). • A thorough system of pastoral care and counselling that reaches parents as well as students. • Appropriate referrals to community agencies. • Development/provision of alternative learning programs (education and personal development)

8. Strategies • Engagement and relationships with students and families(DECS, 2001; McHenry; NDPC/N; Railsback, 2004). • The most important finding in research concerning retention/attendance has been that students are more likely to remain and achieve in schools where relationships between staff, students and families are based upon trust, respect, fairness and equity. • Acknowledging and valuing students’ community cultural experiences in the curriculum including assessment. • Mentoring • Regular and consistent communication with parents • Finding opportunities for parents to be actively involved in the school community (e.g., volunteering, school council)