Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 2)

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, Universidad de 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.2019.02605

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

As noted in Part 1 of this two-part review, 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. Categorical and dimensional approaches for this population have been developed. This article (Part 2 of a two-part review) discusses compatibilities of categorical and dimensional approaches for school attendance and school absenteeism and how these approaches can inform one another. The article also poses a multidimensional multi-tiered system of supports pyramid model as a mechanism for reconciling these approaches, promoting school attendance (and/or prevention of school absenteeism), establishing early warning systems for nimble response to school attendance problems, assisting with global policy review and dissemination and implementation, and adapting to future changes in education and technology.

【 授权许可】

CC BY