Output from Amy Doonan as part of MSc research.

1. Combatting School Absenteeism
Getting Pupil Premium Pupils To Stay In School
Lead researcher: Miss Amy Doonan, BA, PGCE amy.doonan@education.ox.ac.uk
Supervisor: Mrs Laura Molway, BA, PGCE, MSc laura.molway@education.ox.ac.uk
Rational:
“School attendance is the most basic foundation of academic and social success.”
(Sutphen et al. 2010: 168)
Absenteeism threatens myriad deleterious outcomes for youth, not least for those from disadvantaged backgrounds, and often results in lower academic
achievement, delinquency, substance abuse and risky behaviour. It is often a precursor for mental health issues that continue into adulthood. It is
therefore imperative that schools identify and address the causes of absenteeism in order to intervene before these problems take root.
Literature:
Attendance
Existing studies suggest that the most
effective school based interventions
• employ tangible rewards such as token
based economies
• encourage parental engagement through
meetings and regular communication
• support pupils, encourage responsibility
and foster cooperation through
relationship building initiatives and the use
of contracts
School Connectedness
“A crucial requirement for student health
and well-being: [is] the need to feel like
one belongs to and is cared for at
school.”
(McNeely et al. 2002: 145)
Extra Curricular Participation
“Engagement in constructive non-
academic activities facilitates school
engagement and achievement as well as
other aspects of positive adolescent
development.”
(Ang et al. 2014: 776)
Preliminary Findings:
1. A strong positive correlation was found between
participation in extra-curricular clubs and
perceived levels of teacher support (r = 0.99, n =
301, p = <.02)
2. A strong positive correlation was found between
participation in extra-curricular clubs and school
attendance (r = 1, n = 308, p = <.01)
3. A strong positive correlation was found between
participation in extra-curricular clubs and pupil
happiness in school (r = 1, n = 317, p = <.01)
4. 64% of pupils who attend extra-curricular clubs
have made new friends through them (n=109), 62%
of which are now friends with them outside the
club too (n=68)
Key References:
Ang, R. P., Farihah, N., & Lau, S. (2014). An outcome evaluation of the
implementation of the Outward Bound Singapore five-day “intercept”
program. Journal of Adolescence, 37(6), 771–778.
Fischer, N., & Theis, D. (2014). Extracurricular participation and the
development of school attachment and learning goal orientation: the impact
of school quality. Developmental Psychology, 50(6), 1788–1793.
Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation
associated with beneficial outcomes? Concurrent and longitudinal relations.
Developmental Psychology, 42(4), 698–713.
Kearney, C. a. (2008). School absenteeism and school refusal behavior in
youth: A contemporary review. Clinical Psychology Review. (7), 262–274.
Klem, A. M., & Connell, J. P. (2004). Linking Teacher Support to Student
Engagement and Achievement, 74(7), 262–274.
McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting
school connectedness: evidence from the National Longitudinal Study of
Adolescent Health. Journal of School Health, 72(4), 138–146.
Sutphen, R. D., Ford, J. P., & Flaherty, C. (2010). Truancy Interventions: A
Review of the Research Literature. Research on Social Work Practice,
20(2), 161–171.
Project Milestones:
Aug-Sep Literature review & planning phase 1
Oct-Dec Intervention implemented
Jan-Mar
Intervention on-going, 2nd & 3rd phases of literature review (school
connectedness & extra-curricular club participation), mid-cycle evaluation of
project, planning phase 2 (KS3 questionnaire)
Apr-May Questionnaire prototypes, pupil & staff interviews
Jun-Jul Data collection, analysis, evaluation & dissemination of findings
Next steps:
• Compute Fisher’s exact
test to assess the
relationship between
other variables where
sample sizes are <5
• Analyse the effects of
extra-curricular club
participation on PP cohort
• Analyse free-text
responses from KS3
Questionnaire
• Analyse PP Intervention
Group interview
transcripts and
attendance diary pages
• Compare and contrast my
findings with existing
literature
• Share my findings with
colleagues and local
board of Educational
Psychologists
Research Hypotheses:
1. Exposure to a supportive intervention will result in
a. higher levels of perceived teacher support
b. higher levels of happiness in school
c. higher school attendance figures
2. Participation in extra-curricular clubs will result in
a. higher levels of perceived teacher support
b. higher levels of happiness in school
c. higher school attendance figures
The Intervention:
Weekly 30 minute meetings of PP pupils with Year
Group Leader to monitor and discuss attendance
issues and share supportive strategies.