'What Kind of Education System Are We Offering': The Views of Education Professionals on School Refusal

Autor/inn/en	Devenney, Roisin; O'Toole, Catriona
Titel	'What Kind of Education System Are We Offering': The Views of Education Professionals on School Refusal
Quelle	In: International Journal of Educational Psychology, 10 (2021) 1, S.27-47 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Devenney, Roisin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Teaching Methods; Attendance; Mental Disorders; Secondary Education; Barriers; Emotional Disturbances; Trauma; Socioeconomic Status; Academic Achievement; Conflict; Social Justice; Equal Education; Foreign Countries; Teacher Attitudes; Administrator Attitudes; Principals; Educational Experience; Educational Attitudes; Ireland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Anwesenheit; Mental illness; Geisteskrankheit; Sekundarbereich; Gefühlsstörung; Socio-economic status; Sozioökonomischer Status; Schulleistung; Konflikt; Soziale Gerechtigkeit; Ausland; Lehrerverhalten; Principal; Schulleiter; Bildungserfahrung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Irland
Abstract	In recent years, there has been a growing concern about the issue of school refusal, particularly given the adverse effects on young people's social, emotional and educational development. School refusal is understood differently within contemporary literature; as a symptom of an underlying mental illness or disorder, or alternatively, as a signal that all is not well in the young person's world. These varying construal's have important implications for education responses to school refusal. This study explores education professionals' views and experiences of school refusal within second level schools in Ireland. The findings from seventeen in-depth interviews highlight the complex nature of school refusal and unique challenges it presents for professionals, young people and parents. Key themes include emotional and psychological distress experienced by young people and their exposure to adverse childhood experiences and trauma; the influence of family socio economic status and unequal access to support services and resources; the pressures for academic achievement and resulting conflictual relationships within the school environment and between home and school. This study highlights the need for trauma-informed approaches in schools and urges future research to consider school refusal within wider debates on social justice and the goals and purposes of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01