UK, Around 20,000 Students Truant

¶ … UK, around 20,000 students truant and one third of truancy is due to bullying. [NFPI] Research has pointed out that 'persistent absenteeism' is often related to low self-esteem, poor intelligence and other educational problems. [K. Reid, 1982] the article by Ken Reid is a broad review of existing literature on the subject of school absenteeism among primary children, and an exclusive study of two urban authorities with mixed economic backgrounds.

The author points out that though research has identified a clear correlation between primary truancy and youth crimes there is only a lukewarm approach from the government, with only two of the thirty-six government policies on attendance focussing on primary children. The author also expresses that more should be offered in terms of 'Educational Welfare Support' for primary schools than is currently the case. The results from the two authorities (a & B) that were under study clearly show the absence or negligible training support for primary staff.

The need for continuous professional development training programs is clearly emphasized. The author also points out that the inequal distribution of paraprofessional staffs and the poor and restrictive policies of the local educational authorities make the implementation of "Every Child Matters" [DfES] agenda a difficult proposition. The aim of the research was to fill the existing gap in literature available for attendance issue in primary schools. The study also was motivated to understand the complexities involved in the implementation of policies relating to attendance in primary classes.

In particular, the research aimed to show how schools and the LEA's work together, or the problems they face in working towards minimising primary truancy rates. This study is of importance not only because it adds to the dearth of literature pertaining to primary truancy, but also because it shows the existing problems in integrating the various components such as the schools, LEA, EWS and the paraprofessional staffs in executing standard policies to bring down truancy rates.

However, the study lacks in depth as it follows only two authorities in the region. A much more comprehensive study would have helped in obtaining a better picture of the prevailing problems and in developing general solutions and action plans. The researchers used the method of interviewing in short groups. In all, a total of 192 head teachers representing primary, junior and nursery schools were interviewed using the same questions. The researchers also interviewed the heads of special schools and equal number of (192) staff from all the schools.

The results were furnished in the form of reports, and handed over to the two authorities a and B, which were subsequently followed up by the management for implementation purposes. The reports indicated a glaring lack of proper policy documents pertaining to attendance. In group a (authority a), an astounding 95% of the total of 94 primary and nursery schools did not have attendance related policy documents.

The results also clearly showed that a multi-disciplinary team approach involving a family oriented model would constitute the best formula for realising the 'every child matters' agenda. [Ken Reid] in both the authorities, the head teachers expressed their concern for insufficient funds (mostly being allotted for secondary schools) and the clear lack of special staff such as liaison officers, learning mentors and attendance officers. Some of the head teachers also expressed the futility of fines for parents.

These legal prosecutions against parents tend to be less effective in rectifying the truancy issue. The same point is attested to by other studies. For example, a recent Cambridge University study confirmed the uselessness of fines. Mr. Ming Zhang, education welfare officer at Kingston states, "In this three years' study, I monitored the use of truancy-related penalty notices, as well as other punitive measures including jailing and fining truants' parents.

I have found no evidence to suggest that those punitive measures have any long-term impacts on school attendance levels" [BBC] In both the authorities under study, the class teachers reported the absence of any induction or CPD training to help them during the transition phase. Thus, this research study has helped in identifying the problem areas and in pointing out the measures needed to redress the situation. In special schools, head teachers expressed a need for more support from LEA and to be included in meetings regarding important policy decisions.

Research attests that intervention programs for mentally and physically challenged students are very promising. A recent study by Jackie Micklethwaite at the Swanwick Primary School in Derbyshire showed that INPP exercise programs had a remarkable positive influence on children "the children enjoyed the discipline of performing an exercise routine at the beginning of the morning.

It appeared to both calm and energise them and they were disappointed if their routine was unavoidably disrupted" [Sally Goddard Blythe] Thus regular exercise programs have a direct positive influence and certainly contribute to minimize truancy rates. The research has also showed that truancy problems in primary schools can be better managed only if the schools undertake a proactive role. Only active interventions by schools would enable effective curtailing of student absence. One such initiative by the St. Mary's RC High School in West Croydon paid rich dividends.

The school implemented a compulsory online registering system for every class for every student and a system of hourly phone calls to parents in case of the child's absence from classes. As the headteacher Mr. Ughwujabo says, "We don't have the situation now where children don't come to school. Truancy has stopped and the absences we have are genuine. We are now able to get quick explanations for absences." [Jane Bruccoleri] This research has provided valuable insights into the existing problems and the solutions for the same.

Though being a limited research in terms of the quantity, the findings of the research are highly qualitative and can be.