Non-attendance has been explored by educationalists since compulsory education was introduced (Brown, 1983; Irving and Parker-Jenkins; 1995). However, few studies have focused on cases of improved attendance and furthermore, triangulated the views of pupils, parents and teachers in such cases. The current study employed a multiple case study design to explore the views of pupils, parents and teachers with regards to the causes of the pupils’ non-attendance and the reasons for the improvements in their attendance. It was found that the greatest improvement in attendance was evident when there was a shared understanding of the causes of non-attendance between at least the parent and teacher, the interventions put in place aimed to address these causes and there was a shared responsibility for improving attendance. In addition to this, the findings highlighted a number of factors that may lead to further improvements in the pupils’ attendance. These included: teachers recognising and addressing school related factors; a greater understanding of the reasons for the pupils’ refusal behaviour; the pupils’ views being acted upon; and consideration of the impact of the pupils’ non-attendance. The implications of the findings with regards to the professional practice of Educational Psychologists are discussed along with future research.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:633319 |
| Date | January 2014 |
| Creators | Aucott, Clare |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/5337/ |
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