Abstract
Truancy is an old problem in the society and there have been umpteen evidence of effectiveness of existing strategies and interventions in curbing truancy. Most of the intervention methods or initiated programmes focus on the school, environment, and psychological aspects that contribute to the truancy. Thus, this paper aims to delineate the importance of school-based interventions in battling truancy. In line with this, this paper discusses types of school-based programmes, taking into consideration the backgrounds of the programmes, the structures and the effectiveness of each programme, based on the collected evaluations. Also, the paper expresses the consequences, type of truants, and the key roles that teachers, parents and students, especially the adolescents, play in reducing the high rates of truancy. Further, the effectiveness of the school-based programmes are largely evinced through the quality and the positive outcomes, thence, making it possible and out rightly correct for the method to be implemented in most schools.
Key words: Truancy, School-based Programmes, Intervention, Outcomes
Introduction
It is evident, that over the years, the society has become corrupt and more complex, and social problems and evils are on the rise, exhibited in every aspect of life. In light with this, truancy is one of the serious social problems affecting teenagers and it is regarded as modern and a universal problem, which is to be watched and corrected before things fall out of place (Parampukattil, 2006). Truancy can be considered as a deviant behaviour, and it is majorly associated with pleasure and perverse or obstinate behaviour that usually amounts to skipping or skiving school (Parampukattil, 2006). Reid (2000) avows that truancy is a status offence-activity that is prohibited due to age and applies only in children-, and defines truancy as any unexcused absence from school or class without permission of the parent, teacher or school administrator. Also, Gray, McPherson and Raffe (2012) define truancy as an unauthorized neglect to attend school, for any period, attributed to contemplated action on the role of either the student or parent, and sometimes both.
In line with this, causes of truancy vary from survey to survey, region to region, but a few facts stand out (Reid, 2000). Besides, characteristics of the school attended, attitude of the public, character of the child, and the child’s family background, are always the primary facets that determine and delineate the leading causes of truancy (Gray, McPherson & Raffe, 2012). Further, truancy is affiliated with devastating consequences; boredom, long bouts of it, drug trafficking and participation in other delinquent activities (Gray, McPherson & Raffe, 2012). Nevertheless, a plethora of mitigation measures, have been taken into consideration to aid in battling the problem, and different programmes; educational and psychological, have been initiated to inform the associated subject, and aid in curbing the situation (Reid, 2000). School-based programmes have been the best in containing truancy, attributed to the fact that they typically cover and consider extend, type, and causes of truancy, juvenile delinquency and connections to quitting school.
Background
Conventionally, the ideas moulded up in most school-based initiatives or programmes, have been based and designed according to empirical schemes, which schools can implement to help combat truancy (Reid, 2000). Also, the ideas are generated as a result of; evidence obtained from different literature, feedback from a number of teachers and students, and school-based research projects (Reid, 2000). In conjunction to this, the school-based initiatives are also remarkably helpful and can be proficiently implemented when the different types of truants are taken into thought, since the types aid in development of successful treatment measures(Gray, McPherson & Raffe, 2012), and Reid (2000) gives four types of truants majorly, traditional or typical, psychological, institutional and generic truants. Traditional or typical truants often are the isolated types, who come from an unsupportive home background, and they tend to be less motivated, with high levels of low-self concept (Reid, 2000). The psychological truants are school phobic students who miss school, ascribed to psychological illnesses or related factors (Reid, 2000). Further, institutional truants miss school purely for educational reasons usually related to their school, and most of them tend to be extroverts who engage in frequent confrontation, and, on the other hand, generic truants are ones who mss school for a variety of reasons at different times (Reid, 2000).
In relation to this, there are a number of school-based programs initiated to assist in reducing and controlling truancy. According to Eastman, Cooney, O’Connor and Small (2007), some of the school-based programmes encompass; career academy, School Transitional Environment Program, and comer school development program. In addition to this, behavioural monitoring and reinforcement program, and chronic truancy initiative, are also some of school-based programmes that aid in the reduction of truancy (DeLisi & Conis, 2011; Elrod & Ryder, 2011).
Career Academies (CA)
According to Eastman et al. (2007), CA is a tremendously useful program that assays to reduce truancy in schools. In addition to this, it also aids in preventing or reducing the high rates of school drop outs and in the mean time ameliorates school performance, and career preparation among the students (Eastman et al., 2007). In relation to this, the program is structured in a special way to contain small groups, also referred to as communities, and they are set within a school (Eastman et al., 2007). The aim of the program is to shew a possible link between school and work, through presenting the students with the relevant knowledge pertaining to career development (Eastman et al., 2007). Also, an appropriate environment, which is substantially supportive and personalized, is formed, and this enable students to settle and become preoccupied with their work (Eastman et al., 2007). When the program is implemented, it has pertinent outcomes, and Eastman et al., (2007), avow that with the enforcement of the program, a plethora of aspects are realized; increase in the attendance, increase in academic course taking, increase in vocational course taking and the rise in the possibility of gathering sufficient credits that can enable one to graduate. Consequently, there is also a massive reduction of truancy and potential dropouts, which is an exceptionally serious repercussion of truancy (Eastman et al., 2007).
The program is largely based on the ‘transition of the environment,’ especially for students who are moving from junior high school to senior high school (Eastman et al., 2007). The principal group targeted is the juvenile group, and the program is largely established to offer academic support as well, provide all the prospects of caring relationships (Eastman et al., 2007). The key role of the program is to fix the negative effects exhibited by adolescents during the change of the environment, and this is achieved through the increment of social support and decrease in task- oriented difficulties (Eastman et al., 2007). In light with this, the program uses two elements to accomplish its objectives; the new social system the students are joining, and restructuring of the roles of homeroom teachers to counsellors and administrators (Eastman et al., 2007). Just like CA, positive outcomes are also obtained from the implementation of the program, and they comprise of; increased attendance, decreased truancy and dropouts, a sustained performance, and increase in the feasibility of gathering sufficient credits to graduate (Eastman et al., 2007). In addition, there is reduction in emotional dysfunction and behavioural deviancy (Eastman et al., 2007).
Comer School Development Program (SDP)
Safety, academic reinforcement, and caring relationship are the chief targeted characteristics of SDP (Eastman et al., 2007). Besides, the program’s main target group is students in elementary through high school, and it addresses facets related to reduction and prevention of school related crimes and violence (Eastman et al., 2007). The program also contains three components that aid in achieving its objectives, and they include; a proficiently planned team, which comprises of parents and staff members, who participate adequately in the establishment and implementation of school policies, and programs, and in crucial decision making that influence the school climate (Eastman et al., 2007). The other component is a student and staff support team, made up of professionals acquainted in mental health and child development, who examine and offer developmental and appropriate social responses to issues touching on the students and staff members (Eastman et al., 2007). The third component entails parent involvement in school life, and it is particularly essential since it helps the program achieve its objectives (Eastman et al., 2007). Conventionally, the program also has positive results evinced through an increase in the class attendance, and academic performance and decrease in truancy and dropouts (Eastman et al., 2007).
Behavioural Monitoring and Reinforcement Program (BMRP)
BMRP is also an ideal school-based program that aids in the reduction of juvenile delinquency, substance use, and school failure for high risk adolescents who fit the profile of incarcerated youth (DeLisi & Conis, 2011). The program, initially known as preventive intervention, targets juvenile cynicism in most institutions, as well, it checks on the lack of efficacy to deal with problems (DeLisi & Conis, 2011). The program focuses on providing a substantial school environment, with the perception that students will realize that flaw in their actions can amount to desired consequences, and it reinforces this notion by evoking involvement from teachers, parents and individuals (DeLisi & Conis, 2011). In line with this, the program is normally a two year intervention, and it involves monitoring students’ actions, rewarding appropriate behaviour and increasing communication between teachers, students and parents (DeLisi & Conis, 2011). In tandem to this, school records are acutely vital, and they are checked regularly for participants, daily attendance, tardiness, and approved disciplinary actions, and parents are informed of their children's progress (DeLisi & Conis, 2011). In connection to this, evaluations of BMRP have demonstrated both long-term and short-term positive effects, and DeLisi and Conis (2011) have further affirmed that at the end of the program, students always show high grades and considerable attendance.
Chronic Truancy Initiative (CTI)
CTI is also another truancy reduction program that has produced positive evaluation results (Elrod & Ryder, 2011). CTI is designed for elementary-age students and consists of series of progressive interventions targeted at chronic truants (Elrod & Ryder, 2011). The interventions commence with a letter to the parents, to alert them on the incidences of truancy, and this is followed by an additional intervention in case the parents do not respond effectively to the letter (Elrod & Ryder, 2011). The additional intervention consists of a referral to a school attendance officer, referral to a social service agency, then a visit by uniformed police officer and the attendance officer (Elrod & Ryder, 2011). However, if the two sets of interventions do not produce positive results, the family is then referred to a juvenile court (Elrod & Ryder, 2011). In light with this, Elrod and Ryder (2011) assert that after the evaluation of the programme, there are notable positive outcomes, especially after the first two interventions depicted through increased performance and reduced rates of truancy.
Conclusion
Concisely, school-based programmes seem to be proficient intervention methods that can be used to limit truancy. It is also evident that school-based interventions always incorporate staff members, students and parents, throughout the entire intervention process. Also, school-based programmes or initiatives are highly interactive, and they consist of components that are characterized by a broad-based collaboration, comprehensive approach, and use of adept sanctions and incentives. It is also with clear conscious that students spend most of their time in school; thus interventions based and up held in schools, will be much effective, since they deal with every ambit of school, at educational, social and psychological levels.
References
DeLisi, M. & Conis, J. P. (2011). American Corrections: Theory, Research, Policy, and Practice (2nd Ed.). Burlington, MA: Jones & Bartlett Learning.
Eastman, G., Cooney, M. S., O’Connor, C. & Small, A. S. (2007). Finding Effective Solutions to Truancy. What Works, Wisconsin- Research to Practice Series. Retrieved from http://whatworks.uwex.edu/attachment/whatworks_05.pdf
Elrod, P. & Ryder, S. R. (2011). Juvenile Justice: A Social, Historical and Legal Perspective (3rd Ed.). Burlington, MA: Jones & Bartlett Learning.
Gray, J., McPherson, A. & Raffe, D. (2012). Reconstructions of Secondary Education: Theory, Myth and Practice since the War. New York, NY: Routledge.
Parampukattil, M. G. (2006). Truancy: A Sociological Study. New Delhi: Mittal Publications.
Reid, K. (2000). Tackling Truancy in Schools: A Practical Manual for Primary and Secondary Schools. New York, NY: Routledge.
