Write about the Chronic Absenteeism and Remedies.
School absenteeism is actually the habit of staying away from school without the provision of genuine reasons for not being present in class. This can be considered a truant ranger of mannerism, which negatively affects the performance of students at all levels of education. Due to the increased rate of chronic absenteeism which correlates with the success of the student, this paper is going to focus its attention on the factors that influence absenteeism among students. Furthermore, the paper is going to analyze qualitatively the relationship between parent income and student absenteeism. Initiatives dated to the chronic absenteeism have been usually appreciated in terms of making sure that there is no loss of educational time. It was clear in terms of the administration of Federal co-ordination that Urban Development is based upon the attentiveness of young generation and student in University and schools. Knowledge related to a subject studied in university and schools are well supported if there are attention and less amount of absenteeism in society. the following paper shows information and strategy related to the minimization of absenteeism and adopting accountability plans that could help in eradicating chronic absenteeism with the help of SQSS indicators. The use of research work in terms of eradicating chronic absenteeism helps in preparing accountable plans for people and students in particular. The great ocean and the rate of achievement are also dependent upon the nature of attending University class or school classes by the student. Real change implementation will be one of the important factors to be considered is the following literature review.
Chronic absenteeism, when used with reference to education, it entails the measure of the number of students who miss a defined number of school days often, this number is usually fifteen or more days from school without giving any concreate reason. It is mostly associated with a number of adverse consequences for the students such as lower achievement and disengagement from school among others.
Additionally, truancy can be said to be unapproved absence from school by students, it usually occurs in the absence of the parent’s knowledge. This is a common problem among students in the United States. According to many scholars, truancy is can be a powerful and accurate predictor of students getting involved in crime and violence which can be caused by reduced interest in education and school work. Absence on the other hand is a term used to mean the state or condition in which something or somebody expected, wanted or looked for is not present or may not exist. Can further mean failing to be present at usual or expected place.
Attendance is another term that is mostly used when researching on school absenteeism. It refers to the measure of the number of students who attend school and the amount of time they are found to be present in the school system. In most cases, this can be proven through confirming the classes register in most schools.
Chronic absenteeism which is mostly characterized by a given percentage of number of times a student is out of school without concreate reasons that is missing 10% of school days has risen greatly in the recent past. According to research, the major issue causes chronic absenteeism or truancy is health issues. Most of the health cases include physical, mental, behavioral, vision and emotional issues, which are all fabricated in the student’s environment (Balkis, Arslan&Duru, 2016).Other severe cases that may lead to chronic absenteeism are violence, housing insecurity and food insecurity. According to Bloom’s hierarchy of needs, one has to satisfy the basic needs such as shelter and food before thinking of other auxiliary needs. Additionally absenteeism negatively impact students’ academic performance, self-motivation, goal setting ability, the attitude of students towards teachers and self-academic perception
Truancy and chronic absenteeism has proven over the years of that it can adversely affect the life of a student both academically and future life (Gottfried & Gee, 2017). NCCP’s national data analysis found that absenteeism in the pre-school age is associated with lower academic performance for all children irrespective of their sex, ethnicity or socioeconomic status. It has also been noted from the research that the rate of students who cannot read proficiently at the end of primary school level are likely to drop out of high school. It is important to note that the school environment plays a critical role in determination of whether a student feels secure or insecure thus influencing directly on the attendance of the student. With this in mind, all schools should try strategize plans that may help reduce cases of chronic absenteeism and try motivating intrinsically and extrinsically those students who do not attend schools to attend.
Eero County, the data collected confirmed that students who do not miss school performed much better than their mates who scarcely attend school. From the data analysis that was established, three vital strategies can be implemented effectively to enhance school attendance among students. With efforts to curb truancy among students, the first strategy that can be used entails connecting local players with interests in enhancing school attendance among students. The second strategy deals with the utilization of the data collected to illustrate the significance of attending schools as students. The third strategy involves implementation of a national mentoring model in specific schools to help guide students and create the urge of reading among them. The community plays an important role in enhancing the school attendance. The government should collaborate with the local communities so that they can organize on how to combat chronic absenteeism in the educational sector (D’Agostino, Day, Konty, Larkin, Saha&Wyka, 2018).
Before carrying out the strategies of curbing chronic absenteeism in schools, it is important to determine the students who are at risk so that we can intervene before their isolated absence from school turns into chronic absenteeism. This can be achieved through forming an attendance review team to regularly monitor the attendance data and communicate with parents about issues that may arise.
According toBurton, Marshal & Chisolm (2014),chronic school absenteeism may be due to unconducive culture in the school, which does not favor most of the students to stay in school. This negative attitude can be dealt with through the creation of a more positive school culture and focus on engaging instruction by helping the students to achieve positive social and emotional character development. Providing the teachers and the school with multiple levels of support to help them stay more engaged and acts positively. It is also worth trying to implement goal-based incentives and rewards to motivate attendance in addition to positive student behavior (Nauer, 2016).
Additionally, educators have the role creating awareness among parents about the importance of students being in school. This entails encouraging the parents to volunteer getting involved in in the classroom, which is a great way of showing the kids that their parents take interest in their education and that school is a worthwhile Couse. Inclusion of the counseling office is a measure of improving attendance as the category that is dominated by truancy to curb the issue of chronic absenteeism (Hill &Mrug, 2015).
From the research that was carried above, it is very clear that a number of issues can cause students to stay away from school without apparent reasons. Some of these reasons include unconducive study environment and school culture, food and housing insecurity, violence among others. The government, community and the educators should take the responsibility of devising methodologies of curbing truancy and chronic absenteeism. The strategies that can be employed include, encouraging parent to take interest in the education of their children and creating a conducive school culture such as positive motivation and programs that monitor attendance of school. Research paper provides a form of strategy that could help in supporting accountability among the student in order to ensure that the absenteeism among them decreases. With the help of indicators that could be implemented in different schools and Universities, there will be enough opportunity maintained to minimize absenteeism. Responsibility in oversees system with the circumstantial providing of needs have been discussed in order to ensure that the students get to know the importance of attending classes and demerits of absenteeism. Different strategies that have been discussed in the above research work related to the minimization of insecurity and eradication of violence are quite useful and seems to be fruitful is implemented in near future. Research work has considered providing of objectivity that could be useful in identifying issues that cause students to keep classes and University courses and also provide insight into their reason to do so.
Balkis, M., Arslan, G., &Duru, E. (2016).The School Absenteeism among High School Students: Contributing Factors.Educational Sciences: Theory and Practice, 16(6), 1819 1831.
Burton, C. M. ., Marshal, M. P. 1,2. marsmp@upmc. ed., & Chisolm, D. J. .(2014). School absenteeism and mental health among sexual minority youth and heterosexual youth. Journal of School Psychology, 52(1), 37–47.
D’Agostino, E. M., Day, S. E., Konty, K. J., Larkin, M., Saha, S., &Wyka, K. (2018).The Association of Health-Related Fitness and Chronic Absenteeism Status in New York City Middle School Youth. Journal of Physical Activity & Health, 15(7), 483–491.
Gottfried, M. A., & Gee, K. A. (2017).Identifying the Determinants of Chronic Absenteeism: A Bioecological Systems Approach. Teachers College Record, 119(7), 1–34.
Hill, D., &Mrug, S. (2015). School-Level Correlates of Adolescent Tobacco, Alcohol, and Marijuana Use. Substance Use & Misuse, 50(12), 1518–1528.
Nauer, K. (2016). Battling chronic absenteeism. Phi Delta Kappan, 98(2), 28–34.
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