How Students with Neuropsychiatric Disabilities Understand Their Absenteeism

Autor/in	Åhslund, Ingela
Titel	How Students with Neuropsychiatric Disabilities Understand Their Absenteeism
Quelle	In: International Online Journal of Education and Teaching, 8 (2021) 4, S.2665-2682 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Åhslund, Ingela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Students with Disabilities; Foreign Countries; Attendance; Gender Differences; Comprehension; Student Attitudes; Self Concept; Self Esteem; Academic Failure; Educational Environment; Student Behavior; Family Influence; Mental Disorders; Anxiety; Autism; Pervasive Developmental Disorders; Attention Deficit Hyperactivity Disorder; Environmental Influences; Social Influences; Secondary School Students; Interpersonal Relationship; Elementary Secondary Education; Friendship; Sweden + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Anwesenheit; Geschlechterkonflikt; Verstehen; Verständnis; Schülerverhalten; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student behaviour; Mental illness; Geisteskrankheit; Angst; Autismus; Environmental influence; Umwelteinfluss; Sozialer Einfluss; Sekundarschüler; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Freundschaft; Schweden
Abstract	Although school attendance in Sweden is mandatory, there are numerous absentee students. Research studies have recognized that several of the absentee students have neuropsychiatric disabilities. However, few studies have focused on the voices of these specific students. Therefore, this study focused on their experiences of being out of school. In-depth interviews were performed with an interpretive phenomenology approach. Three themes emerged. The first was a need for supportive structures and relationships; all of the students had long histories of problematic schooling and described supportive structures and relationships with to teachers and peers as important to them. The second theme was a gendered understanding of the school absences; there were gender differences in the students' understanding, and the students described their self-image and confidence as having been harmed by their failures in school, which caused the boys especially, to develop defence strategies. The third theme was a need to have only a few secure relationships and to be taught in a smaller context. The study also illustrates the value of listening to students, partly because they know themselves best but mostly to show them respect and give them power over their own lives (i.e., empower them). The results are important for researchers and practitioners since the study provides in-depth knowledge on which areas the students felt were important and increased understanding of how the students experienced their situations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01