Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

Frontiers in Psychology

article

Christopher A. Kearney¹  Carolina Gonzálvez²  Patricia A. Graczyk³  Mirae J. Fornander¹ 

[1] Department of Psychology, University of Nevada, United States;Department of Developmental Psychology and Teaching, University of Alicante;Department of Psychiatry, University of Illinois at Chicago, United States

关键词: school attendance;    school absenteeism;    truancy;    school refusal;    school withdrawal;    school exclusion;    multi-tiered system of supports;    response to intervention;   

DOI  :  10.3389/fpsyg.2019.02222

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

School attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Many efforts have been made to conceptualize and address this population across various categories and dimensions of functioning and across multiple disciplines, resulting in both a rich literature base and a splintered view regarding this population. This article (Part 1 of 2) reviews and critiques key categorical and dimensional approaches to conceptualizing school attendance and school absenteeism, with an eye toward reconciling these approaches (Part 2 of 2) to develop a roadmap for preventative and intervention strategies, early warning systems and nimble response, global policy review, dissemination and implementation, and adaptations to future changes in education and technology. This article sets the stage for a discussion of a multidimensional, multi-tiered system of supports pyramid model as a heuristic framework for conceptualizing the manifold aspects of school attendance and school absenteeism.

【 授权许可】

CC BY