Their Voices Matter: Student and Professional Perspectives on Overcoming School Attendance Problems in the Context of Social, Emotional and Behavioral Difficulties – Frontiers

Report on Addressing School Attendance Problems Among Students with Social, Emotional, and Behavioral Difficulties

Introduction

School Attendance Problems (SAPs) represent a significant global challenge, particularly affecting students with Social, Emotional, and Behavioral Difficulties (SEBD). These students are at an increased risk of experiencing school-related stress and disengagement, which can adversely impact their educational outcomes and well-being. This report presents findings from a qualitative case study conducted in alternative and special education settings in Saxony, Germany, focusing on effective prevention and intervention strategies for SAPs related to SEBD.

Research Objectives and Methodology

1. To explore and identify commonalities and differences in perspectives between students and school-based professionals regarding supports and interventions for SAPs.
2. To map key support strategies across the levels of the Multi-Dimensional Multi-Tiered System of Supports (MD-MTSS) framework.

Data were collected through focus group and individual interviews with students aged 15-16, as well as school professionals. Qualitative content analysis was employed to extract and categorize key support elements.

Key Findings

• Trust-Based Relationships: Both students and professionals emphasized the importance of establishing trustful relationships as a foundation for effective support.
• Coordinated School-Based Care: Integration and coordination of care within the school environment were identified as critical for addressing SAPs.
• Flexible Learning Pathways: Adaptability in educational approaches was highlighted to accommodate diverse student needs.
• Clear Communication: Transparent and consistent communication between students, staff, and families was deemed essential.

At the level of intensive interventions, notable differences emerged:

• Professionals: Mentioned the use of legal measures as part of intervention strategies.
• Students: Expressed the need for emotionally responsive environments, reduced academic pressure, and active involvement in shaping their reintegration into school.

Alignment with Sustainable Development Goals (SDGs)

This study’s findings contribute significantly to several United Nations Sustainable Development Goals:

• SDG 3: Good Health and Well-being – By emphasizing mental health supports and emotionally responsive environments, the study promotes well-being among vulnerable youth.
• SDG 4: Quality Education – Flexible learning pathways and coordinated care support inclusive and equitable quality education for all students, particularly those with SEBD.
• SDG 10: Reduced Inequalities – Addressing the specific needs of students with SEBD helps reduce educational inequalities and fosters social inclusion.
• SDG 16: Peace, Justice, and Strong Institutions – The discussion around legal measures and participatory approaches highlights the importance of fair and supportive institutional frameworks.

Recommendations

1. Implement participatory, context-sensitive approaches that actively involve students in decision-making processes related to their education and reintegration.
2. Develop and maintain trust-based relationships between students and school staff to enhance engagement and support.
3. Ensure coordinated, multidisciplinary care within schools to address the complex needs of students with SEBD.
4. Adopt flexible and adaptive learning pathways to accommodate diverse learning needs and reduce academic pressure.
5. Promote clear and consistent communication among all stakeholders, including students, families, and professionals.
6. Balance legal frameworks with emotionally responsive interventions to create supportive school environments.

Conclusion

The study underscores the critical importance of integrating mental health and educational supports within a multi-tiered framework to effectively prevent and intervene in School Attendance Problems among students with SEBD. By aligning strategies with the Sustainable Development Goals, particularly those focused on health, education, and equality, schools can foster environments that promote well-being, engagement, and academic success for all students.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 3: Good Health and Well-being
   • The article discusses mental health and well-being in education, focusing on students with social, emotional, and behavioral difficulties (SEBD), which directly relates to ensuring healthy lives and promoting well-being for all ages.
2. SDG 4: Quality Education
   • The focus on school attendance problems (SAPs), prevention, intervention, and flexible learning pathways aligns with ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
3. SDG 16: Peace, Justice and Strong Institutions
   • The mention of legal measures as part of intensive interventions implies the role of effective, accountable, and inclusive institutions in supporting education and well-being.

2. Specific Targets Under Those SDGs

1. SDG 3: Good Health and Well-being
   • Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
2. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for vulnerable populations, including those with disabilities and SEBD.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
3. SDG 16: Peace, Justice and Strong Institutions
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.

3. Indicators Mentioned or Implied in the Article

1. Indicators for SDG 3 (Target 3.4)
   • Prevalence of mental health conditions among school-aged children (implied by focus on SEBD and mental health supports).
   • Access to mental health services and supports in school settings (implied by coordinated school-based care and mental health supports).
2. Indicators for SDG 4 (Targets 4.1, 4.5, 4.a)
   • School attendance rates and reduction in absenteeism (directly related to SAPs discussed).
   • Proportion of students with SEBD receiving appropriate educational support (implied by focus on prevention and intervention strategies).
   • Availability of flexible learning pathways and inclusive education environments (implied by flexible learning pathways and emotionally responsive environments).
   • Student participation in decision-making related to their education and reintegration (implied by active involvement in shaping reintegration).
3. Indicators for SDG 16 (Target 16.6)
   • Implementation of legal measures and policies supporting school attendance and student well-being (implied by mention of legal measures as interventions).
   • Coordination and accountability mechanisms within school-based care systems (implied by coordinated school-based care).

4. Table: SDGs, Targets and Indicators

Source: frontiersin.org