problematisk skolfrånvaro ur elevers, föräldrars och skolpersonals perspektiv
Av Forsell, Tobias
Aim: The aim of the thesis is to increase the knowledge of problematic schoolabsenteeism by focusing on factors and processes contributing to thisphenomenon in compulsory school, but also to identify what helps turningabsenteeism into increased school attendance. The thesis uses Kearney’s (2008a)definition of problematic school absenteeism: absences that adversely affect thestudent’s social and cognitive development, and mental wellbeing. Method: The thesis investigates problematic school absenteeism on the basis ofin-depth interviews with 15 students aged between 16 and 25, 15 parents, and 11school staff with long experience of working with students in this situation,thereby providing rich information on the complex phenomenon under study.The resulting narratives have been analysed using thematic content analysis. Theoretical framework: Drawing on Bronfenbrenner’s (1977, 1979a, 1986a)ecological systems theory of human development, the analytical framework isused to unveil the dynamic interaction between the student and his/herenvironment. In addition, the concept of alienation (Bronfenbrenner, 1986a;Hascher & Hadjar, 2018) is used to facilitate a deeper understanding ofpotentially important generator of unfavourable conditions in school, which byextension may have negative effects on the students’ ability to attend school. Major findings: Problematic school absenteeism in compulsory school isresulting from a range of factors at different levels interacting over a longer periodof time. There is a need to distinguish between underlying, eliciting andmaintaining factors. Shorter spells of truancy and absence related to illness maybe early warning signs. Feelings of being different and lonely, harassment bypeers, and difficulties to live up to the demands in school are commonly describedas factors pushing the student away from school. Absence from school for a longerperiod of time in turn results in problems such as anxiety, depression, reducedsocial contacts and lagging behind in school-work that maintain and increase thedifficulties to go back to school. The students, above all those with extensive andlong-term absenteeism, usually need changes in the school environment if theirattendance rates are to improve. Such ecological changes may be a question ofteaching in an alternative learning environment, a change of school, or thatsignificant others enter the student’s life and contribute to a manageable studysituation. Such a conclusion is in contrast to research that one-sidedly points tomeasures aimed at changing the student’s patterns of thought and behaviour