An exploration of systemic educational approaches to anxiety related attendance difficulties

Abstract

Background: ‘Emotionally-based school non-attendance’ (EBSNA) refers to children and young people (CYP) who are at risk of attendance difficulties due to anxiety. EBSNA is complex, multifaceted and underpinned by an interaction of factors at individual, family and school levels. EBSNA is more likely to occur when stress exceeds support and early identification is essential to effective systemic responses. Educational Psychologists can work collaboratively with stakeholders to reduce the potential negative impact of EBSNA and facilitate access to a full and positive experience of education. Methods/participants: Paper One is an investigative literature review exploring how systemic school-based approaches support CYP with attendance difficulties. Systematic searching of research databases identified 12 papers published between 2000-2020 using the PRISMA framework, these were evaluated for methodological quality and appropriateness of focus. Paper Two used participatory action research guided by the organisational change model RADIO to facilitate a multiagency research stakeholder group in co-producing and piloting an early identification of needs tool (EINT) designed to meet local need. Content analysis was used to synthesise review meetings, survey, interview and focus group data. Analysis/findings: Synthesis of the identified papers in Paper One highlights how CYP with EBSNA can be supported using systemic and collaborative approaches, including the benefits of professional development programmes, early identification, intervention and tracking systems, high quality relationships and positive school environment. Paper Two reflects on the action research process with the stakeholder group and the evaluation of the EINT. The modified EINT is gradually being implemented across local schools and services. The research which informed dissemination strategies included: sharing the research findings and EINT with local stakeholders and professional and academic communities. Conclusion/ implications: Paper One highlights the potential for schools in using systemic approaches to increase student attendance and engagement. Supporting schools in developing infrastructure to facilitate these approaches is discussed. Paper Two illustrates the strengths of a collaborative multi-agency approach in addressing local needs relating to EBSNA. Paper Three discusses evidence-based practice and outlines dissemination strategies relating to papers One and Two and their potential impact at multiple levels.

Date of Award	31 Dec 2022
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Cathy Atkinson (Supervisor) & Caroline Bond (Supervisor)