Complicating the Role of Relationships in Reducing Student Absenteeism
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| Title: | Complicating the Role of Relationships in Reducing Student Absenteeism |
|---|---|
| Language: | English |
| Authors: | Kimberly L Stokes, Sarah Winchell Lenhoff, Jeremy Singer |
| Source: | Children & Schools. 2024 46(4):245-254. |
| Availability: | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://cs.oxfordjournals.org |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Attendance, Family School Relationship, Barriers, Urban Schools, School Districts, Family Attitudes, Accountability, Caregivers, Students, School Personnel, Well Being |
| DOI: | 10.1093/cs/cdae022 |
| ISSN: | 1532-8759 1545-682X |
| Abstract: | A strong connection between schools and families is vital for student success and well-being. Previous studies on school-family relationships found that open communication between parties may aid in supporting students' needs and ability to attend school. In this paper, authors analyze how leveraging relationships to gain an increased understanding of a family's attendance barriers is more beneficial than relationships built on accountability. From interviews with 38 caregivers, 29 students, and 40 staff members in an urban school district with high rates of chronic absenteeism, authors found that efforts to build relationships with families focused on accountability and caregiver education about their children's attendance and the importance of attending school. Families sometimes perceived these efforts as superficial and ineffective. Authors discuss how school districts and key school personnel, such as social workers, can intentionally use the power of relationships to identify student and family needs and connect them with resources. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445323 |
| Database: | ERIC |
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| Abstract: | A strong connection between schools and families is vital for student success and well-being. Previous studies on school-family relationships found that open communication between parties may aid in supporting students' needs and ability to attend school. In this paper, authors analyze how leveraging relationships to gain an increased understanding of a family's attendance barriers is more beneficial than relationships built on accountability. From interviews with 38 caregivers, 29 students, and 40 staff members in an urban school district with high rates of chronic absenteeism, authors found that efforts to build relationships with families focused on accountability and caregiver education about their children's attendance and the importance of attending school. Families sometimes perceived these efforts as superficial and ineffective. Authors discuss how school districts and key school personnel, such as social workers, can intentionally use the power of relationships to identify student and family needs and connect them with resources. |
|---|---|
| ISSN: | 1532-8759 1545-682X |
| DOI: | 10.1093/cs/cdae022 |
