Truancy in Secondary School Pupils: Prevalence, Trajectories and Pupil Perspectives

Autor/inn/en	Attwood, Gaynor; Croll, Paul
Titel	Truancy in Secondary School Pupils: Prevalence, Trajectories and Pupil Perspectives
Quelle	In: Research Papers in Education, 21 (2006) 4, S.467-484 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
Schlagwörter	Negative Attitudes; Young Adults; Truancy; Student Attitudes; Secondary School Students; Foreign Countries; Interviews; Socioeconomic Influences; Low Income Groups; Parent Child Relationship; Teacher Student Relationship; Educational Environment; United Kingdom; British Household Panel Survey + Suchen Sie Ihr Suchwort? Negative Fixierung; Young adult; Junger Erwachsener; Schulabsentismus; Schulschwänzen; Schulverweigerung; Schülerverhalten; Sekundarschüler; Ausland; Interviewing; Interviewtechnik; Sozioökonomischer Faktor; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Großbritannien
Abstract	School absenteeism and particularly unauthorized absenteeism or truancy has been the focus of a number of, so far largely unsuccessful, recent policy initiatives. The paper draws upon two sources of data, the British Household Panel Survey and detailed interviews with a group of persistent truants, to consider the extent, consequences and explanations for truancy from secondary schools. Truancy increases steadily across the years of secondary school and, especially in the later years of compulsory schooling there is evidence that patterns of truancy established in one year carry on into the next. Truancy is strongly associated with negative outcomes in terms of not staying in education post-16, GCSE results and becoming unemployed. Coming from families of low socio-economic status, parents not monitoring homework, negative attitudes towards teachers and the value of education are all associated with higher levels of truancy. However, the majority of young people in these situations do not truant and there are many truants who do not have these characteristics. A major explanation given by young people themselves for their non-attendance is poor relationships with teachers, including teachers failing to match their expectations. Other factors mentioned by young people include bullying but also a more general dislike of the atmosphere of the school, sometimes associated with a change of school. There was little evidence of negative responses to the curriculum leading to truancy. It is suggested that we can distinguish between socio-economic and attitudinal factors which make young people vulnerable to truancy and precipitating events or processes which result in truanting behaviour. (Contains 5 tables and 4 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10