Currently evidence for its impact is limited. It will take five years and involve 76 schools and nearly six thousand students aged 11 to As always, we must remember not to rush into implementing new approaches when we do not yet have sufficient evidence of their efficacy and safety.
Doing something is not necessarily better than doing nothing, as many interventions that are effective for some young people, may actually be harmful to others. Evidence for Impact A database of programmes available in the UK, including details on their effectiveness and cost, produced by The Institute for Effective Education. Youthinmind For stressed teenagers and those who care for them. Fazel, M. Mental health interventions in schools 1: Mental health interventions in schools in high-income countries.
The Lancet. Psychiatry, 1 5 , — Stallard, P. Evidence-Based Mental Health, 16 3. Patalay, P. Mental health provision in schools: approaches and interventions in 10 European countries. Global Mental Health, 4, e Banerjee, R. Public Policy Institute for Wales. Cooper, M. University of Strathclyde.
Das, J. Weare K, Nind M. Health Promot Int. Paulus, F. J Child Psychol Psychiatr, — Methods and public health burden. Trzesniewski K. Low self-esteem during adolescence predicts poor health, criminal behavior, and limited economic prospects during adulthood.
Dev Psychol. Working together to safeguard children: a guide to inter-agency working to safeguard and promote the welfare of children. Copeland, W. Faculty of Public Health. Durlak, J. Child Development, — Werner-Seidler, A. School-based depression and anxiety prevention programs for young people: A systematic review and meta-analysis.
More truant adolescents were also less engaged in school and reported lower grades Vaughn et al. This is especially the case when looking for rigorous, randomized-controlled trial RCT research design studies evaluating the efficacy of various interventions or programs focused on addressing absenteeism and school attendance. A study by Sutphen, Ford, and Flaherty reviewed the research literature on truancy interventions.
The authors found only 16 studies to review between the years and , with only half the studies using group comparison designs.
Their review found only 6 studies that produced promising interventions, which highlights the lack of evidence-based truancy programs currently available. Recently, Maynard and colleague conducted a meta-analysis that examined interventions aimed to increase school attendance for elementary and secondary school students who were identified as having chronic attendance problems.
This meta-analysis included 16 experimental design studies—5 RCT and 11 quasi-experimental design—that met their criteria for inclusion in their quantitative systematic review. Results showed a medium effect size estimate with a random effects mean of 0.
This meta-analysis study also found no differences on programs that were school-based, community-based, or court-based on student attendance, as well as if the interventions were individual, family, group, or multimodal. These findings are encouraging in that various types of programs settings and modality can be just as effective in helping chronically absent students, which allows schools more options and choices.
Some research studied schools that offer rewards or monetary incentives to improve school attendance. Sturgeon and Beer examined 14 years of data from a rural high school in the Midwest to see if an attendance reward of exemption from taking semester tests had decreased absenteeism. Results showed a statistically significant decrease in the number of absences after the attendance reward was adopted.
During the years — , the average total absent days was Reid and Bailey-Dempsey randomly assigned junior high and high school girls with academic or attendance problems to either a program that offered financial incentives for improving school and attendance performance, a program that offered social and educational services to the girls and their families, or a control group.
Both the financial incentive program and case management program modestly improved school attendance over the control group, but similar results were not seen the next year. Though there was no statistically significant difference between the financial and case management programs in terms of school attendance, academic improvements were better for students receiving case management services than for students receiving only financial incentives.
Students who were truant were randomly assigned to either the therapeutic discipline program or to a control group. The therapeutic program required students to work through a bibliotherapeutic learning packet and attend a follow-up exit conference with the dean to go over the packet.
Traditional methods were used on the control group: threatening students with further disciplinary measures and in-school suspension in which students were required to do schoolwork. Both programs required students to participate in a written exercise to measure insight into ways they could help solve their truancy problems. Results from this study showed students in the therapeutic program increased class attendance, had fewer absences from classes, and listed a greater number of insights into resolving their attendance problems.
These differences were statistically significant when compared to the control group. Across the country, hundreds of thousands of students are absent from schools each day.
In order to effectively address attendance problems, school administrators, teachers, and staff must understand the problem from a multilevel perspective. Within education research, school social workers, counselors, psychologists, and administrators have looked at an approach known as Response to Intervention RTI , which involves three tiers of intervention services.
Tier 1 services are delivered to the entire school, while Tier 2 intervention services are delivered to a classroom or small group of students who are at risk for certain problems.
While Tier 3 targeted interventions that focus only on individual students may improve attendance in the short term for that one student, it is unlikely that such interventions will have a widespread effect on attendance across the school.
Figure 1 emphasizes the point that although the individual student is at the center of our concern about truancy, an effective response should involve the school, the family, and the community in a multisystem approach. Figure 1. Student-centered multisystem approach to improve school attendance. School attendance can be influenced by a number of factors specific to the student. These might include drug and alcohol abuse, mental health problems, poor physical health, teen pregnancy and family responsibilities, student employment, and a lack of understanding of the long-term consequences of school failure.
Sometimes the school itself is largely responsible for truancy. Family factors that can affect student attendance include domestic violence, alcohol and drug abuse, inadequate parental supervision, poverty and low-wage jobs that require the parents to work long hours, lack of awareness of attendance laws, and parental attitudes toward education and the school.
The overall goal of Project SAFE is to teach problem solving, critical thinking, and communication skills to parents, children, and families. Communities, too, can influence school attendance.
They can hurt attendance when they present few opportunities for young people or lack affordable childcare or accessible transportation systems. Communities with high mobility rates and large numbers of single-parent households tend to have high truancy rates.
Also, differing cultural attitudes toward education can make a difference in whether a child wants to attend school Baker et al. Tier 2 or 3 intervention strategies that focus on the individual student tend to focus on psychoeducational interventions and cognitive restructuring Kearney, School social workers and other counselors assess reasons a student is absent, focusing on school- and family-related issues.
Cognitive and behavioral strategies can help such a student deal with anxiety, stress, and frustrations. Behavioral strategies include relaxation, imagination, and breathing exercises the student can do in class to reduce worry and nervousness Kearney, Cognitive strategies include the use of solution-focused and cognitive-behavioral therapy techniques.
After-school tutoring programs and mentoring programs can be effective strategies for students who avoid coming to school because of academic problems National Center for School Engagement, It could be that the focus should be on academics: Would these students gain more from school if it incorporated technology into the learning process and integrated vocational and school-to-work materials into the curriculum?
Career internships might provide valuable hands-on experience that also further stresses the importance of attending classes. Or perhaps the focus should be on the social aspect of school: Is the school one that makes students feel safe, respected, and welcomed? This can be accomplished by knowing students by name and recognizing their successes—no matter how small they may seem Colorado Foundation for Families and Children, This sort of multidisciplinary strategy—addressing truancy from three different sides, i.
Family problems spill over into the classroom and can affect student attendance and academic performance. A study by Corville-Smith and collegues found that absentee students, when compared with students who attended school regularly, perceived their families as being less accepting of them, less cohesive, less consistent and effective in discipline, and more conflicted and controlling.
One way practitioners can assist families is by providing resources for families and students. Family problems such as unsteady employment, lack of reliable transportation, divorce, and family conflict all affect student attendance and performance.
Epstein and Sheldon provide a list of three effective family strategies available to school-based practitioners:. Communicate with families when students are absent. An increased effort needs to be made by practitioners to provide parents with information and resources from the school. This can be done by including the parents in school meetings with teachers, administrators, school social workers, and others either at the school or via conference call.
This designated school employee should have resources and strategies available to help parents deal with the attendance problem. Hold workshops for parents. School-based practitioners should conduct workshops that deal specifically with attendance problems.
These workshops can provide parents with new strategies and tools to improve school attendance. Workshop topics might include reasons for absenteeism, strategies for improving attendance, advice on getting students up and ready for school on time, information on transportation resources, and tips for dealing with resistance. Workshops should include specific information about attendance policies, procedures, and penalties to better inform families.
Visit the home. Making home visits is an effective strategy for reducing rates of chronic absenteeism and is usually used when students have severe attendance problems. Home visits allow school personnel to gain a more ecological perspective on the student and her or his home environment; they can see if family problems may be contributing to the attendance problem.
Based on the home visit assessment, practitioners can develop a contract with the family detailing specific goals that need to be met in order to avoid legal sanctions. Schools should promote an environment where students feel connected to the school and invested in their learning. One way to accomplish this is to improve teacher—student relationships and engage students as active members of the school community.
Reducing class sizes, if possible, will increase the interactions between student and teacher and give students the attention they need.
Schools can involve students in coming up with Tier 1 universal intervention strategies and programs aimed at reducing absenteeism. This strategy can help improve attendance rates but may not be effective with chronic absenteeism.
Another strategy is to provide after-school programs that motivate students to attend school in order to participate. These after-school programs can also be educational, covering topics on improving student self-esteem and building social skills because, as we said above, absentee students more often suffer from these deficits. In , The Office of Juvenile Justice and Delinquency Prevention OJJDP developed a bulletin report that highlighted some of the major research findings regarding the problem of truancy and chronic absenteeism.
On average children make double their expected progress with Third Space Learning's one to one maths interventions. The majority of pupils who we teach on the KS2 SATs revision programmes achieve the expected standard in SATs having started with us at a maths level below what is expected. All maths tutors take part in our Global Tutor Training Programme of 30 hours initial training in teaching the maths national curriculum as well as the development of children's confidence and understanding in a one to one environment.
They also receive regular weekly CPD to refresh and maintain their skills. Online maths intervention programmes are as effective as face to face and often more so with children who very engaged in the online environment. The tools we use in our online classroom mimic those that pupils will be used to in school.
Tutoring linked as closely as possible to what is being taught in school is proven to the most effective so our online tool enables immediate reporting to a pupil's class teacher straight after each lesson. In this way the teacher is always kept in control of what is being taught. Third Space Learning encourages children to talk about their maths. It enables them to think aloud with the tutor and this then transfers to their independent work.
It gives children much more confidence in their own maths ability! The children love Third Space and it really supports what they do in class, filling in their gaps in learning and building their confidence. The fact that children have to speak with their tutor and explain their reasoning, develops confidence and their use of mathematical vocabulary.
Third Space Learning gives individual children personalised attention to their needs to move their confidence and academic achievement in maths forward. Nothing but excellence.
A personal service with brilliant tutors all of whom my little girl loves. Such a positive maths experience. I researched a number of online sites before engaging TSL for maths tuition for my granddaughter. In general terms, classroom intervention is a set of steps a teacher takes to help a child improve in their area of need by removing educational barriers.
There are four key components of classroom intervention:. Sometimes, the same child needs improvement in both areas. Although often connected, these issues are addressed using different types of interventions.
They may use a functional behavior assessment to aid in this discovery process. For example, when a child struggles with reading skills, educators will employ reading intervention strategies. Interventions help classroom teachers identify the early signs of learning disabilities, but that is not their only or primary use.
Here is a breakdown of this three-tier system of support:. The curriculum includes periodic student assessments and behavioral screenings to chart progress. This level involves targeted instruction related to a specific skill. These students have lessons in smaller, group settings and receive more attention and guidance as they learn and practice using a different method.
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