Tackling Student Absenteeism

Research Findings and Recommendations for Schools and Local Communities

Researched and Written by Glenn Bond Research & Program Development Consultant July 2004

Project Funding Provided by: Hume/Whittlesea LLEN and Inner Northern LLEN

Project Support Provided by: School Focused Youth Service, Department of Education and Training, Catholic Education Office, Dianella Community Health, Sunbury Community Health, Broadmeadows Police, Anglicare Broadmeadows Family Services and Centre for Multicultural Youth Issues.

TSA Project: Research Findings and Recommendations for Schools and Communities

Acknowledgements
The Tackling Student Absenteeism Project was made possible as a result of funding provided by the Hume Whittlesea Local Learning and Employment Network and the Inner Northern Local Learning and Employment Network. The project was managed by Dianella Community Health and the School Focused Youth Service. Thanks and appreciation to both funding bodies and to Dianella for their support. The strength and legitimacy of the project was ensured and maintained by the commitment of a steering committee made up of various stakeholders. The committee includes Roy Burns (Department of Education and Training), Greg Williams (Broadmeadows Secondary College), Keith Woodward (Department of Education and Training), Beverley Begg (Catholic Education Office), Marika Marks (School Focused Youth Service), Lee van Berlo (Parent Representative, Erinbank Secondary College), Michelle Smith (Anglicare Broadmeadows Family Services), Leigh Johnson (Victoria Police) and Naomi Garcia (Centre for Multicultural Youth Issues, Reconnect Program). Enormous thanks to all those named for their critical contribution of time and effort. Additional members were also involved in the early stages of the steering committee before moving on to other schools, positions or obligations. Thanks also to these members, including Peter Adams (formerly Roxburgh Homestead Primary School), Kiralee Kimber (Hume-Whittlesea LLEN), Mick Creati (Dianella Community Health), Caroline Wilkins (Gladstone Park Secondary College) and Karen Terry (formerly Erinbank Secondary College). Several individuals outside the cluster also agreed to contribute time, advice and opinions to the project. The project is particularly grateful to Alec Gunningham (Truancy Reduction Pilot), Zita Pinda (Yarra School Participation Project), Ian Whyte (Castlemaine Secondary College), Gary Shaw (Youth Research Centre), the VCAL staff at Salvation Army JPET (Moreland) and Brendan Fitzgerald (Salvation Army Chill, Choose, Change). Thanks also to the schools, teachers, individuals and schools networks that assisted with the research. Finally, and perhaps most importantly, much appreciation and recognition is due to Sue Moger, the School Focused Youth Service Co-ordinator at Dianella Community Health. Sue was responsible for managing the timelines and development of the research, resourcing and maintaining the steering committee and a myriad of other tasks associated with the project. Thankyou and congratulations, Sue.

Glenn Bond Research and Program Development Consultant

TSA Project: Research Findings and Recommendations for Schools and Communities

TABLE OF CONTENTS

ACKNOWLEDGEMENTS EXECUTIVE SUMMARY 1. PROJECT OVERVIEW 2. METHODOLOGY 3. ADVICE FROM THE LITERATURE 4. CONSULTATION STRATEGY 5. CONSULTATION RESULTS 5.1 Results From Questionnaires 5.2 Results From Network Focus Groups 5.3 Results From Independent School Interviews 5.4 Results From Youth Focus Groups 6. SUMMARY OF FINDINGS 7. SNAPSHOTS OF GOOD PRACTICE 7.1 Models Outside the Cluster Safer Streets and Homes: Western Region Truancy Reduction Pilot Yarra Schools Participation Project REAL Program, Castlemaine Secondary College 7.2 Models Inside the Cluster Attendance Strategies, Willmott Park Primary School Strategic Student Attendance Plan, Fawkner Secondary College Curriculum Changes and Attendance Strategy, Sunbury Downs S.C. 8. INFORMING THE CLUSTER 9. SUMMARY OF RECOMMENDATIONS REFERENCES

2 4 6 7 7 11 12 12 15 19 21 24 26 26 26 26 27 27 27 28 28 29 30 31

TSA Project: Research Findings and Recommendations for Schools and Communities

Executive Summary
The Tackling Student Absenteeism (TSA) Project was created to support schools across the Woodlands Cluster with the issue of student attendance and absenteeism. The Woodlands Cluster includes all schools within the City of Hume, and those within the suburbs of Glenroy and Fawkner in the City of Moreland. With funding from the Hume-Whittlesea LLEN and the Inner-Northern LLEN, the project seeks to provide evidence-based information, resources and support mechanisms that encourage attendance and school attachment for local students. Specifically, the project seeks to identify and build on existing knowledge, explore stakeholder's experiences of absenteeism and to identify and document the existing supports, resources and structures likely to enhance the capacity of schools to prevent or respond to absenteeism. A reflective, action research methodology was employed to achieve these various project goals. This method recognises the expertise and value of existing stakeholders, enabling them to enhance their understanding of the issue as it is explored whilst simultaneously contributing to the development of specific actions and outcomes. The project was broken down into seven stages, from the initial process of project creation to the final steps of planning and acting on research recommendations. Throughout each of these points over the life of the project, a steering committee of stakeholders and experts was employed to consider and act upon the learnings of the previous stage. A secondary literature review was undertaken, generating advice and summaries of related issues from the breadth of existing data and literature reviews on the topic of student attendance and attachment. Key aspects reviewed were forms of absenteeism, factors contributing to absenteeism, the implications of absenteeism and, finally, factors preventing and redressing absenteeism. Thus, without duplicating the literature reviews of similar projects, TSA was able to draw out those themes most commonly identified as relevant. This grounding in literature was then linked with the specific project goals and a strategy for consultation and action was developed. The consultation strategy was created around three key themes. The first of these, Absenteeism and Statistics, considered the forms and absenteeism most apparent local schools and the appropriateness of data collection methods. The second, Triggers and Barriers, focused on possible reasons for absenteeism and the difficulties experienced when seeking improvement in this regard. Finally, Tackling Student Absenteeism sought advice and opinion on existing good practice and ideas for alternative methods for redressing attendance problems. Six consultation proformas were developed allowing the project to generate opinions in a variety of ways. Schools, young people and external providers were each given the opportunity to contribute their thoughts on the three identified themes. The consultations assured us that absenteeism is of serious concern across the cluster. In many instances attendance problems occur in only a small percentage of the student body, however where they do exist the issue can be both serious and very difficult to arrest. Absenteeism does not necessarily follow obvious patterns across the cluster or even within schools themselves, and it is generally felt that each individual school will face their own specific hurdles in redressing the problem. Evidence suggests that statistical processes are not consistent and are vulnerable to inaccuracy as a result of attendance anomalies and available time. As a general theme, schools in the cluster are seeking the time and skills to creatively use
TSA Project: Research Findings and Recommendations for Schools and Communities 4

attendance data and seeking more consistency between schools in methods for measuring and identifying absentees. The most consistent finding of this project has been the pre-eminence of condoned absenteeism as the most common and pressing form of absenteeism. Schools experience this in many forms, including both fractional and extended absences, and regularly flag this as their primary attendance concern. The common triggers identified through the consultations fell into the three broad categories of student issues, school issues and parental issues. For students, boredom, a lack of attachment to teaching staff, frustration or difficulty with the curriculum and inadequate social support were among the key factors leading to absenteeism. For schools, inconsistencies in engagement practices and teaching quality were suggested triggers, and teachers were also seen to have difficulty balancing the needs of absentees and the needs of the broader group. In the case of parental issues, a low regard for education and attendance was often identified in the families of regular absentees, and parenting skills such as time management and discipline were brought into question in the case of some families. Resistance to pressure from schools and poor communication between parents and staff with regard to attendance was also identified as an important trigger. Barriers to success when tackling absenteeism were very often linked to available time and resources within schools. A lack of time to establish and follow up on attendance procedures and ideas, including inadequate staffing resources to work with families, was a consistent problem. Furthermore, some schools lack the adequate skills and resources for effectively engaging the families of absentees. Several schools also require a method for getting the message across regarding the importance of attendance and the implications of inconsistency for individual students. Resistance to curriculum change within schools and inconsistent levels of commitment between individual teaching staff are also identified as problematic barriers in some cases. An extensive summary of methods and ideas for tackling absenteeism was generated and forms the basis for TSA Project Actions. In the first instance, this report offers snapshot appraisals of six good practice models both within and outside the cluster for schools to share and consider. Contact details are provided for relevant workers should individuals or schools wish to follow up on specific examples. Responding to a broad variety of other needs, the second key TSA action is the creation of a program proposal for a series of cluster-wide forums. The forums are detailed in chapter 8, and seek to support schools in four identified areas of need. As requested by research participants, this forum series will move away from attendance theory to instead provide tangible and readily applicable advice and expertise direct to schools. Specific topics for the forum series include: y y y y "Exploring Absenteeism in Your School" "Engaging and Communicating with Parents" "Curriculum Reform, Engagement & Attendance" "Common Goals, Common Tools."

Finally, the TSA project offers a collection of recommendations that attempt to represent the common desires of project participants and respond to key findings not otherwise addressed. The recommendations are provided overleaf and are repeated in the final chapter of the report.

TSA Project: Research Findings and Recommendations for Schools and Communities

The Tackling Student Absenteeism Steering Committee Recommends: y that the TSA Steering Committee be maintained and enhanced to ensure that the focus on absenteeism and momentum for improving responses is maintained within the cluster, that the TSA forum series identified and documented in this report be undertaken as soon as possible, with a consistent focus on practical advice and readily applicable tools for schools, that funding formulas be reviewed to accommodate attendance and home-school liaison officer responsibilities in each school, above and beyond existing allocations for welfare and administration, that funding be sought for a media campaign stressing the critical importance of punctuality and continuing attendance throughout primary and secondary schooling, that funding be sought for attendance support workers across the cluster to resource schools with tools for combating absenteeism and to support schools in critical cases of absenteeism.

1. Project Overview
The Tackling Student Absenteeism (TSA) Project was generated in order to support schools across the Woodlands Cluster. This grouping, hereafter referred to as 'the cluster', includes all schools in the City of Hume and schools in either Glenroy or Fawkner in the City of Moreland. A working group of key stakeholders met to discuss absenteeism across the cluster and determined that a dedicated research project was necessary to explore the issue further. The TSA project was established after receiving funding from the Hume-Whittlesea LLEN and the Inner-Northern LLEN. The project seeks to provide evidence-based information, resources and support mechanisms that encourage attendance and school attachment for local students. Whilst recognising this issue as a national and statewide concern, and recognising the sensitivities of tackling the issue at a local level, the project seeks to find local solutions and strengthen new or existing partnerships to enhance the support for the cluster's schools and young people. The primary aim of the project is to identify and build on existing knowledge, explore stakeholders experiences of absenteeism and, more specifically, to identify and document existing supports, resources and structures (including a model or models of good practice) that may inform constituent schools seeking to better address the issue. The project was also seen as an opportunity to analyse particular forms of absenteeism within the cluster and to provide schools with an opportunity to voice their needs in this regard. This project report represents the process, findings and outcomes of the investigation that took place from January to June of 2004.

TSA Project: Research Findings and Recommendations for Schools and Communities

2. Methodology
The project has employed a reflective action-research approach to exploring and developing findings. The action-research paradigm offers a cyclic process where the steps of planning, action, reflection and analysis are regularly repeated over the life of the project. This method recognises the expertise and value of existing stakeholders, enabling them to enhance their understanding of the issue as it is explored whilst actively contributing to the development of specific actions and outcomes. Stakeholders on the TSA steering committee were the primary source of reflection for the project, and monthly meetings studiously employed the research cycling method. The fundamental methodological steps undertaken over the course of the project may be described as follows: y y y y Project Creation: establishment of key participants, securing of funding support, developing of initial project scope, Project Scope Review: exploring definitions, expectations, parameters and methodology, Secondary Literature Analysis: assessment of extensive existing literature (and literature reviews) on absenteeism for key themes relevant to TSA, Involving Stakeholders: development of a consultation strategy that would broaden the involvement of stakeholders to include schools, networks and other practitioners from across the cluster, Consultation: application of the consultation strategy, Reflection and Analysis: Tabulation, reflection and analysis of results generated through the consultation strategy, Planning and Action: process of generating specific actions as a result of the project reflections, culminating in this report and recommendations.

y y y

3. Advice from the Literature

Over recent years much energy and time has been devoted to researching a better understanding of those issues relating to student absenteeism. Rather than duplicate the research undertaken, the following text seeks to draw out keys themes from this literature base in the form of a summary review. In particular, a substantial literature review on the topic ("Home and Away")i was undertaken in 2001 and this report provides an excellent base from which to summarise key points. This is further supported by the work of various School Focussed Youth Services and key texts generated by the Victorian Department of Education and Training. Citations are provided as endnotes in the References section at the end of this report.

Forms of Absenteeism
Absenteeism in Primary and Secondary schooling takes a number of forms and the literature offers some insight into defining these. Non-attendance has been defined as "persistent, habitual and unexplained absence from school"ii, however nonattendance may be further identified as truancy, condoned absenteeism or school refusal. Clarity over the nature of non-attendance is recognised as a pre-cursor to tackling the problem, where fundamentally different triggers for absenteeism may require equally different interventions. Truancy is most broadly defined as "any absence from school not authorised by the school"iii, and may take the form of fractional truancy (where students arrive late or
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leave early) or entire days away from school.iv Truancy has been further described as "unjustifiable or unexplained absence from school with attempts by the student to conceal the absenteeism and the parents are often unaware of the child's absence."v Condoned Absenteeism, also termed 'school withdrawal', applies to absences were a parent or carer allows or condones theirs child's late arrival or non-attendance at school.vi This does not always equate to 'approved absence' as described in the Community Services Act and Student Attendance Guidelines, where absence may only be approved by a school given a 'reasonable excuse'. In the Act a reasonable excuse is specified as:
   

Being under efficient and regular instruction in some other way Being prevented from attendance through illness Being under correspondence instruction because of distance Attendance at a (different) registered schoolvii

School withdrawal often occurs with an excuse outside of these guidelines, or with some question over the legitimacy of the explanation. Given the parent or carer's participation, understanding the motivations for such absences and negotiating appropriate responses by the school is substantially different to those instances of concealed truancy. Similarly, School Refusal requires fundamentally different responses to other forms of non-attendance. A breadth of literature regarding this condition describes a disorder that includes persistent non-attendance, excessive anxiety and somatic complaints.viii This form of absenteeism may be separated from other types, at least in part, given its medical and/or psychological make-up. Chronic non-attendance refers to any student who is absent without reason for 20% or more of school time.ix This nominal figure is consistently identified regardless of the specific circumstances of the absenteeism.

Factors Contributing to Absenteeism

The literature generally identifies two categories for factors contributing to absenteeism, namely:
 

School Factors Family and Personal Factors.

School Factors often relate to students experiences of the school environment, and although there is "no one universal cause of truancy"x the body of literature does consistently identify several common experiences, including:
        

dislike of subjects boredom with schoolwork irrelevant or restrictive curriculum inadequate student/teacher relations learning difficulties inadequate school support and welfare inflexible school structure inadequate peer relations being bullied, threats or fights.xi

TSA Project: Research Findings and Recommendations for Schools and Communities

Wheatley and Spillane (2001) make the important point that these same characteristics, as outlined in various sources and linked to non-attendance, are similarly linked in a range of research reports as factors contributing to underage school leaving.xii An alternative summary of school factors suggests that experiences leading to absenteeism fall into the three categories of academic failure, inadequately responsive schools and alienating environments.xiii Each of the common experiences listed above may also be categorised in this manner. Family and Personal Factors affecting attendance include varied and complex combinations of circumstances in each case, however key risks include:
       

transience/mobility/homelessness geography (isolation) low parental value of/interest in education low socio-economic status/unemployment illness and attention deficit disorders differing cultural expectations substance abuse abuse of/by family members.xiv

Such factors are inter-related in many instances, and may be similarly combined with school factors in increasing the likelihood of non-attendance. Whilst the effects of transience and homelessness are perhaps readily apparent in consistent school attendance, parents placing a low value on education may be equally important. In this instance parents may be more likely or willing to keep students out of school, less likely to participate in communication with the school and less likely to promote links between school and later success.xv Low incomes, unemployment and welfare dependency limit a family's ability to meet the costs associated with schooling, a difficulty which may also lead to embarrassment and/or disciplinary consequences for students. Such families might also require child care and other tasks of students, and be willing to keep students from school for this purpose. Similar examples and extrapolations may be drawn for each of the listed personal and family factors above and, whether in isolation or combination, each presents a problem for attendance.

Effects of Absenteeism
Students, families and communities suffer many immediate and long-term consequences as a result of continued absenteeism. Non-attending students are placed in disadvantage both socially and academically, missing critical stages of interaction and development with peers whilst simultaneously minimising the likelihood of academic progress and success.xvi In the short term this can compound those issues of low self-esteem, social isolation and dissatisfaction that may well have triggered non-attendance in the first place. "Absence can lead to a cumulative disadvantage in subject that have a hierarchical cognitive or developmental sequence. If a student is absent when a key concept or pre-requisite is taught, they are likely to have increasing difficulty as the course progresses. In turn, this may lead to further absence as the student makes more 'rational' decisions to be absent from classes where they feel they cannot cope or where their peers and teachers perceive them to be having difficulty."xvii Non-attending students tend to leave school earlier, and as a result non-attendance is associated with unemployment, low status occupations and less career stability. It is similarly true that those with decreased skill levels and decreased opportunities for
TSA Project: Research Findings and Recommendations for Schools and Communities 9

labour market participation are statistically more likely to experience poverty, homelessness, ill-health, drug and alcohol abuse and family breakdown. "the ones who leave school early run the strong risk of exclusion from reciprocal relationships in the community, incomplete or damaged rites to adulthood, and personal vulnerability which can trigger substance abuse and criminal acts."xviii In this manner non-attendance can jeopardise independence and wellbeing in the medium and longer-term. Furthermore it may be seen to cost communities dearly, both economically and in terms of social cohesion. Tackling student absenteeism has accordingly become an issue of both prevention and critical redress.

Factors Preventing and Redressing Absenteeism

Preventing and redressing absenteeism can be placed within the well-documented relationship between resilience, connectedness and wellbeing. Building resilience has been described as promoting those factors that buffer against various stresses and their negative outcomes for young people.xix The notion of connectedness points to the importance of relationships and feelings of connection to others during development.xx Both concepts involve the promotion of protective factors that may, in the example of school participation, work against those risk factors likely to lead to non-attendance. This clinical model of reducing risk factors and enhancing protective factors for young people has been identified as central to the prevention of negative outcomes.xxi School connectedness relies heavily on adequate engagement and attachment of young people within their school and school community. Engagement is a term employed by Wheatley and Spillane (2001) differentially to the term attendance to "emphasise the importance of children and young people identifying with, belonging to and being willing participants in education, rather than a reluctant physical presence only."xxiiIt is argued that attendance issues may be best redressed by a focus on issues of engagement and attachment. Dwyer (1996) points to various methods that may be employed by school communities to attach and connect to students, by building an environment that has some or all of the following features:
         

a supportive school culture friendly and mutually respectful teacher/student relationships opportunities for co-operative learning catering for diversity options for practical and applied knowledge smaller scale school structures avenues for student participation collaborative work by teachers in curriculum planning and practice flexibility in timetabling, subject choice and work organisation an articulated curriculum linking co-operative learning practices to more individualised and independent modes of study.xxiii

The literature of intervention frameworks further suggests schools have a role to play from start to finish on the continuum of prevention to postvention. In particular, it is commonly held that primary prevention (promoting wellbeing and building belonging across the whole school population) and early intervention (identifying and
TSA Project: Research Findings and Recommendations for Schools and Communities 10

responding to students deemed at risk of disengagement) are the keys to tackling attachment and engagement challenges. Other advice from the literature points to necessary partnerships and links outside of the school setting with families and community services, forming part of a 'whole-school' framework and strategy. It is not adequate, however, for schools and school networks to exclusively concentrate of measures preventing absenteeism without also redressing current attendance problems and identifying the individuals and/or groups involved. The literature also provides some specific advice regarding responses to nominated forms of absenteeism that may form part of broader interventions and frameworks for addressing attachment. By way of example, much has been written regarding the need for accuracy, consistency and ongoing review of mechanisms for measuring truancy. "It is important that any attendance statistics take into account lateness, early leaving, skipped lessons as well as absence for the durations of the school day. The statistics should differentiate between authorised and unauthorised absence, and any unauthorised absence should be immediately followed up with parents."xxiv It becomes clear when analysing opinion on issues of attendance that a balance must be struck between individual circumstances, families, school culture and structure, government and institutional linkages and systematic factors affecting school attachment. Tackling student absenteeism through both prevention and redress requires support and planning above and beyond any individual's circumstances and relationships. Responses and solutions for single cases will always require attention to the particular details of the case in hand, however the mechanisms for applying and identifying such responses will require a broader commitment and awareness of the complexities involved. "Only a whole school, whole community and whole government response will embrace all the contributing risk and protective factors that predicate successful or unsuccessful engagement in education."xxv

4. Consultation Strategy
Through reflective discussions between the project consultant and the TSA Steering Committee, a consultation strategy was drawn up to generate a picture of key issues and responses related to absenteeism in the cluster. In keeping with the project brief the consultation strategy focused on the following key themes: y Absenteeism and Statistics: including the seriousness of the problem, the adequacy of statistical representation and the most pressing forms of absenteeism within the cluster, Triggers and Barriers: an exploration of the triggers understood to lead to specific forms of absenteeism and the barriers to effectively tackling attendance issues within the cluster, Tackling Student Absenteeism: consideration of existing responses to absenteeism and their effectiveness, desirable characteristics within a new model and an assessment of the for external support and co-ordination across the cluster.
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TSA Project: Research Findings and Recommendations for Schools and Communities

It was determined that where possible the project should employ existing networks and forums to seek out opinion across these themes. As a result, the Catholic Education Office and school networks in Somerton, Sunbury and Broadmeadows were approached to participate in the consultations. This information would be supported by direct consultation with a sample of independent schools in the cluster, as well as the voices of students and ex-students from the area. Finally, existing projects tackling absenteeism outside the cluster were identified and approached for opinions that may complement the internal findings. Six consultation proformas with which to explore the identified themes were drawn up and ratified by the TSA Steering Committee. The proformas included: y y y y y y A School Questionnaire: giving schools the opportunity to feed opinions on the key consultation themes directly to the project, Network Focus Group Prompts: for use in encouraging discussion with each of the Somerton, Sunbury, Broadmeadows and Catholic Networks, Independent School Interview Questions: for use with the sample of independent schools directly consulted by the project, External Project Interview Questions: for use with the identified absenteeism projects operating outside the cluster, Youth In School Focus Group Prompts: giving young people in schools the opportunity to contribute their thoughts, Youth Out Of School Focus Group Prompts: giving young people no longer in school the opportunity to contribute their thoughts.

5. Consultation Results
The project consultations included a total of Eighty-eight participants across the five mechanisms. Thirty school representatives participated in the four network focus groups, thirty-three young people took part in the four youth focus groups, three independent school representatives were interviewed and a further six workers were interviewed regarding external models of good practice. Questionnaires were made available to 41 schools and sixteen were completed. This relatively low response rate may be explained by the popularity of focus group participation or the time constraints identified later in the research. Results have been transcribed and analysed, and the following pages represent key themes and opinions generated as a result of the process. In the case of questionnaire responses percentage figures have been rounded off to approximate representations. The interviews with external agencies are represented later in the report under section 7.1 Models Outside the Cluster.

5.1 Results From Questionnaires

Absenteeism and Statistics
Half of the schools responding to the questionnaire regard student absenteeism as a serious problem. Several others add that whilst it is not particularly problematic across the entire school there are serious concerns with absenteeism in a minority of cases. Some 80% of respondents felt that absenteeism was adequately reflected in statistics and all schools (100%) felt they had accurate recording mechanisms.

TSA Project: Research Findings and Recommendations for Schools and Communities

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Identifying problematic absenteeism is achieved in a variety of ways and methods were rarely consistent among schools participating in the questionnaire. Some schools flag students who drop below 80 or 85% attendance on CASES 21 reports. Less formal processes are also common, often relying on a teacher's awareness of attendance patterns, frequency of absence and percentage of days lost. Exact figures for triggering a school response were inconsistent. School rolls, including markings for lateness and absence, morning and afternoon were tallied in varying ways but generally monitored closely. Participating schools were asked to rank forms of absenteeism in terms of most pressing concern for their school. 70% of respondents regard condoned absenteeism as their number one concern, with a further 12.5% seeing this problem as their second most pressing absenteeism issue. Full-day truancy (for 50% of respondents) and fractional truancy (for 50% of respondents) are also of serious concern. Other concerns identified were the impact of family holidays, family events and (in one case) extra-curricular school activities on absenteeism statistics and the continuity of learning for students. 12.5% of schools do not regard any particular forms of absenteeism as a pressing concern in their schools.

Triggers and Barriers

The most consistent triggers identified by respondents related to the parents or carers of students condoning absenteeism. Although not regarded as a problem across entire school populations, many schools raised concerns regarding the value and importance of education in the eyes of some parents. This, along with increasing levels of parental apathy and lethargy, was often identified as a problem in the families of absentees. In some instances this was seen to include a lack parenting skills and/or an increasing tendency for students to convince parents out of the need to attend. In other cases, parents were seen to need their children at home for either practical reasons (such as child care for siblings) or emotional reasons (such as loneliness on the part of the parent or carer). Again, these difficulties associated with parenting are not typical of entire school communities but are regularly witnessed in the families of absentees. Interestingly, the cultural identity and origins of students and families was seen to have little or no specific influence on attendance behaviours. The socio-economic status of families was seen to have a bearing, however, particularly in the case of financial hardship limiting capacity (or perceived capacity) to participate in school activities. Disengagement from school the school community, especially when students dislike teachers or are seeking to avoid a specific school event, was also a notable trigger. Finally, instability in the family home (including the separation of parents) was another apparent trigger for absentees. Respondents consistently identify several barriers to tackling student absenteeism. Most regularly flagged was a critical lack of time to act on related issues such as statistical upkeep and contacting the families of absentees. Such processes are often seen as additional burdens and require staff spend time away from other tasks that are similarly important. The varying commitment of staff was also seen as a barrier by several respondents, where some staff are less able or energetic about following up on issues associated with attendance. Another barrier was the skills and capacity for schools to effectively communicate with parents, especially when confronted by resistance from the families of students. Parents are seen to resist being told "how to parent" and "how important attendance might be to their child".

TSA Project: Research Findings and Recommendations for Schools and Communities

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80% of questionnaire respondents suggest there is no (or no apparent) variance in absenteeism according to the cultural origins or other demographic characteristics of their student body. The only exceptions to this pointed to families from overseas being more likely to take students on overseas holidays during term, and some newly arrived families demonstrating reservations about certain school excursions and activities. Two schools drew a possible link between the educational experience of parents and the negative values they hold about education as a result.

Tackling Student Absenteeism

The vast majority (90%) of respondents currently have some form of program or procedure in place to tackle student absenteeism. Specific models vary widely but include CASES and other data monitoring, contact with (and newsletters to) parents, home-school liaison officers and behavioural modification reward programs. Schools also have protocols for dealing with parents, expectations for parental involvement in late arrival or absence procedures and a process for contact after a given number of absences. Importantly, however, only 30% of schools feel their absenteeism procedures are effective. Where programs are seen to be effective, reasons for success include: y y y y y y a focus on a home-school partnership, a consistent dedication to the established process, the gradual impact of letters being sent home, the gradual impact of representing lateness and absences on reports, the expectation of explanations by parents, the immediate impact of parents, student and school working together

Where programs are not seen to be effective, reasons for difficulties include: y y y y y that the amount of time and level of monitoring required is not always possible giver other commitments, that the time and resources for following through on good practice models or ideas is similarly lacking, that some families respond whilst others do not, that some parents are particularly elusive, that some parents and families require a better grasp of the importance of attendance.

Respondents were also asked to document possible ideas and solutions for absenteeism in their schools. The following points represent the key themes identified in responses. The best methods for tackling student absenteeism include: y y y y y y y y better relationships and engagement with students, better relationships, communication and follow-up with student families, a manageable policy that is consistent across all schools, a partnership approach with the families of students, increased parental accountability promotion of the importance of education and attendance, a consistent commitment to follow-up by teachers, the time and resources to constantly analyse attendance data and follow up promptly in all cases.

TSA Project: Research Findings and Recommendations for Schools and Communities

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The vast majority of respondents (90%) believe that schools require some external support to tackle absenteeism. Similarly, 90% of responding schools would choose to participate in co-ordinated cluster activities that focused on this topic. Ideas for external support in tackling student absenteeism include: y y y y y y y y y consistent attendance policies across the cluster, consistent policies for tackling absence, consistent consequences for attendance problems, mechanisms, strategies and advice for engaging families, parenting forums, especially targeted to families of absentees, referral options for tackling or responding to absenteeism in serious cases, enhanced awareness of and access to welfare services for families, including parent counselling facilities, professional development for schools around tackling absenteeism, including information sharing and good practice sharing, various versions of home-school liaison staff that could mediate and/or negotiate between schools and families.

Ideas for what form co-ordinated cluster activities might take include: y y y y y forums and similar activities for sharing good practice, a taskforce or working group to develop a formal and consistent policy on attendance and absenteeism, activities and common tools for tackling student absenteeism, promotion of the importance of attendance and continuous education, cluster-wide briefings on absenteeism issues.

5.2 Results From Network Focus Groups

Absenteeism and Statistics
Focus group participants advised that absenteeism is a serious problem across the cluster, although not generally across entire school and community populations. Problematic absenteeism occurs most commonly in the form of significant absences on the part of a small number of students. In such cases absenteeism can often be chronic. Participants add that both aggregated data and anecdotal evidence suggest substantial variances from school to school within networks. There is a general sense that any absenteeism above state benchmarks must be seen as a problem, however rates that trigger concern or a specific intervention vary between schools. Furthermore, it was suggested by the networks that problems with absenteeism are not necessarily consistent within each school, and may occur in certain year levels whilst not occurring in others. Attendance statistics are heavily skewed by higher absenteeism in fewer cases, and networks make the point that a percentage of days absent across the entire school may not provide a clear enough indication of the circumstances. Attendance anomalies such as community funerals, sports days and other events are also seen to have a substantial impact on attendance data and statistical records. The CASES 21 system of record keeping is not employed in the same way by all schools, and whilst some participants feel it is inadequate others suggest it simply needs to be used to its full potential. Focus groups also suggest that depending on the management of CASES 21 and the individual staff responsible for data entry, results can be substantially inaccurate.
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Network representatives advise that various systems of attendance record keeping are in place, generally employing traditional criteria of late and absent, explained and unexplained. Methods and timing for examining school rolls and data vary somewhat depending on staffing levels and local processes. The baseline figure for problematic absenteeism is generally either 80 or 85% attendance, however there is an inconsistent use of the number of absences required (in a row, in a month or in a term) before triggering a response by the school. Focus group participants make it clear that responses to absenteeism are often dependent on the awareness, commitment and available time of individual teaching staff. As with the questionnaire respondents, network focus groups suggest that condoned absenteeism is far and away the most pressing concern for schools. Fractional truancy is also seen as a common concern including lateness, early leaving and selective truancy (where students will avoid certain teachers or certain school events). Family holidays, where students are often taken out of school for extended periods, are also seen as a consistent difficulty for many network schools. Traditional full-day truancy, without the permission of school or parents, was less consistently identified.

Triggers and Barriers

The main triggers for absenteeism identified by the network fell into three general themes: teaching issues, student issues and parenting issues. Triggers related to teaching included inconsistencies in engagement practices, inconsistencies in quality and a lack of one-to one support for students. Teachers were also seen to have difficulty balancing the needs of absentees and the needs of the broader group. Across networks teachers were seen to offer varying levels of commitment and enthusiasm for enhancing the educational experience for students. Triggers emanating from students included patterns of avoidance (especially when experiencing difficulties), boredom and poor engagement with teaching staff. Some students were seen to fear bullying or endure other social fears within the school environment that would lead to absenteeism. A lack of support from home and/or family instability (especially relationship breakdown) was a trigger, and gaps in welfare or social support a similar concern. Academic capacity, including poor literacy and numeracy, often leads to difficulties with curriculum content and absenteeism in turn. Finally, the impact of social temptations (such as friends meeting outside school at the local shopping mall) and the results of social activities (such as an inability to get of bed) were also mentioned as non-attendance triggers. Parenting issues were discussed at length in each of the network focus groups and represent a consistent challenge for schools tackling absenteeism. Whilst not suggesting such concerns are typical of school communities, it was consistently identified that in some families (particularly the families of non-attenders) a low regard for education and attendance is apparent. Similarly, whilst parenting skills are not generally questioned, specific difficulties with time management and discipline were regularly linked to lateness or condoned non-attendance. Parents are also seen to rely on some students for practical assistance (such as child care at home) or emotional assistance (such as keeping them company during the school day). Other parents resist being "bullied" by schools into strict expectations of punctuality and attendance, which may lead to disengagement and an exacerbation of the problem. Poor communication between parents and schools with regard to welfare needs and financial constraints can also lead to absenteeism.
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Focus group participants point to limited resources and time as the primary barriers to tackling student absenteeism in the networks. This includes a lack of time to establish and (most importantly) follow up on attendance procedures and ideas. Schools suggest they have inadequate staffing resources to dedicate the necessary time to non-attending students and families. Such circumstances may be further complicated when schools lack the adequate skills and resources for effectively engaging the families of absentees. Coupled with entrenched negative parenting patterns and a low regard for education in some families, the barriers to effective attendance management are seen as substantial. Several schools also feel they are unable to get the message across regarding the importance of attendance and the implications of inconsistency for individual students. The dependence on individual teachers to tackle and follow up on non-attendance can mean that where the commitment of an individual teacher is lacking, a new barrier is created. One participant also identifies a general resistance on the part of teachers and schools to a performance based management culture where teaching quality (engagement, satisfaction, success) is measured.

Tackling Student Absenteeism

Many schools across the networks have models or programs in place to tackle absenteeism. These include Individual School Attendance Plans, Individual Learning Plans for students (especially those at risk) and dedicated attendance officers who are able to assess and follow up on attendance data. Curriculum content and reform is used to better engage students and may include flexible learning, alternative settings, "real" learning opportunities and extra curricular activities that maintain or enhance involvement in the school community. Some schools are able to target welfare responses where families are experiencing difficulties (such as providing lunch, uniforms or after-school care) and others have created parenting programs that focus on engaging activities and preventative measures. One network adds that the focus on sound engagement practices is the critical first step, followed by a focus on good communication with parents and carers. The success of all such initiatives varies and is often seen to depend on the consistency of the delivery. Where time and commitment allow consistency, the success of programs may be greatly enhanced. In summarising methods for overcoming absenteeism, the network focus groups offer a number of key points. Barriers to tackling student absenteeism may be overcome by: y y y y y y y finding the time to better engage students and families, finding the right staff member and method for engaging parents, better advising and involving families regarding the implications (legal, academic, social and personal) of attendance and non-attendance, creative, alternative ways of engaging students in schools, better access and links to welfare programs for families, consistent procedures and policies regarding absenteeism, curriculum reform and alternative learning strategies that encourage participation and recognise the diversity of student interests and skills.

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Schools in the networks also identify a number of internal and external facilities that would assist with tackling attendance problems. Externally, schools seek homeschool liaison officers that have the time and resources (that schools cannot find) to work with students and families. Participants also point to the need for a consistent, externally driven and power-backed policy for managing students, families and the issue of attendance. Within schools, access to welfare, counselling and other support programs is seen as inconsistent and could be greatly improved. Schools also seek a mechanism for better understanding their individual attendance circumstances in more detail. Several participant schools see enhanced welfare programs, including more dedicated welfare staff, as a critical step in overcoming absenteeism issues. Asked for specific examples of the support schools require, focus group participants came up with the following points: y y y y y y y y skills with better data collection, including better flexibility within CASES or the skills to employ CASES more effectively, assistance with a cultural shift from pressure to support and punishment to welfare regarding attendance, a counselling or support person across the cluster coming in on a rostered or 'as required' basis for serious attendance issues, resource guides that cover welfare options, community agencies and appropriate referral responses, professional development for schools on various practical strategies for tackling absenteeism, specific tools and information on engagement and attendance, support with getting the message across to families regarding their responsibilities for attendance and the implications of non-attendance, substantial curriculum changes that move away from teaching 'disciplines' and begin teaching people and individuals. This may include differentiated curriculum and special settings depending on student's skills and interests.

The school networks consulted are uniformly interested in co-ordinated support across the cluster, and believe such support should include: y support with honest and open communication between state and independent schools, perhaps including protocols that improve the information flow when students move within the cluster, a focus on families: methods of engagement and values to be promoted, advice and expertise with Action Planning that is done school by school and engages the whole staff team, funding support for either internal or external dedicated absenteeism workers, and perhaps for a community bus getting students to and from homes, a Media Campaign that is high profile, high quality and accessible with a focus on attendance targeting students and families, shared Good Practices across the cluster, perhaps including a strategy group, support towards common practices across schools or at least across networks, for greater consistency, specific assistance with School Attendance surveying tools, including a focus on reasons and attitudes related to non-attendance, advocacy for the plight of schools in this regard, especially with regard to the money and time required for welfare approaches with families of absentees.

y y y y y y y y

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5.3 Results From Independent School Interviews

As Independent schools are not members of the geographical networks for state schools, or the centrally co-ordinated Catholic schools network, the TSA Project sought out their opinions in the form of a sample group of interviews. This process ensured that independent school voices would be heard and shared amongst the voices of networked schools.

Absenteeism and Statistics

Absenteeism was not generally considered of pressing concern across the independent school sample, although participants point to severe problems in a small minority of cases. Schools generally feel that absenteeism is accurately reflected in their statistical systems, which involve manual (non-CASES) systems of roll taking and cross-checking. Traditional records are kept for lateness, absence and early departure and each school has its own version of tracking absenteeism beyond the standard roll. Responses to absenteeism are enacted at varying times after consecutive absences and/or late starts, or after a given number of days lost in a term. Condoned absenteeism in all its forms was again the most pressing concern, with a particular emphasis on family holidays being taken during school terms. Fractional truancy (especially lateness) was also comparatively common and something schools sought to address. All other forms of absenteeism (full day truancy, school refusal, school phobia) were seen to occur in very few cases and within easily identified families. For at least one school, full day truancy was only really seen to occur in secondary rather than primary years.

Triggers and Barriers

Triggers for condoned absenteeism include the level of parental interest in schooling, stress levels for parents and the ability or willingness of parents to "fight" over school participation. When it does occur, condoned absenteeism can also be linked to families experiencing hardships or students experiencing bullying within the school grounds. The triggers for absenteeism through holidays were slightly different, and generally focused around a community view that this is reasonable, that travel is often as valuable as schooling and that students will catch up. It was commonly felt that this approach was reasonable where students are excelling and have an advanced developmental standing, but often proves very difficult when students do not meet these criteria. Lateness can often be linked to shift work, traffic and poor time management in student homes. Families appear to lack a set program for getting students to school in these instances. Other fractional truancy, when it occurs, may be linked to subjects or teachers that students don't like, issues of curriculum and engagement quality and what was described by one participant as "issues of student character". Barriers to tackling student absenteeism include limitations in terms of curriculum standard and the delivery skills of teaching staff, as well as the ongoing balance that must be struck between being firm and being fair with absentees. There is a cultural acceptance of the family holiday that cannot easily be changed and, furthermore, it is difficult to challenge students who miss a matter of days at school when others are allowed an entire term off for a holiday. The independent schools interviewed also feel there are limitations enforced by the parenting and communication skills of student families, and the value of education in some family homes. Finally,

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participating schools lack time for analysing data, time for contacting and consulting with families and time for developing a response to the overseas travel issue.

Tackling Student Absenteeism

Participating schools have a variety of programs in place to respond to or prevent absenteeism, including close attention to attendance data and varying staff responsibilities for following up. In some instances the use of senior staff in the direct contact with families is seen to make the contact more serious for families and encourage better responses. One school takes rolls subject by subject in response to fractional truancy and follows up accordingly. Other programs focus on enhancing the curriculum with activities and events (such as breakfast clubs, boys and dads events, girls and mums events). One or two schools feel that flexible and effective pastoral care relationships with families are working to improve communication and enhance attachment. Another school is resourced to undertake life-skills education and support from prep to Year 12 and has a student services team with plans and protocols for intervening with students and families when problems are identified. Schools were encouraged to consider what might be the best method or model for tackling student absenteeism in their schools, and answers included: y y y y y y y y y time and resources to consistently contact the family home each and every day of absence, a sensitive method or mechanism for discouraging family holidays, especially where a student is struggling, or a strict method or mechanism for dealing with family holidays, such as keeping students down more readily or closer testing on return, better communication and understanding with parents that is not punitive but supportive, bus services to ensure students get to school, a survey or tool for finding out triggers at home and enabling the school to respond, a focus on increased attachment at school: a broader range of activities, curriculum change for greater participation, alternative learning settings, perhaps away from the family home and the traditional school setting, resources that allow the time to do these things effectively.

The participating independent schools were very interested in external assistance and some form of co-ordinated support across the cluster for tackling student absenteeism. There was a reservation about the willingness of some Turkish families to use generalist services, but beyond that all schools felt they could take immediate advantage from the following forms of support and co-ordination: y y y y y y better awareness of community support programs and facilities where school is unable to adequately respond, having a key person to go to in a particularly severe case of truancy or absenteeism for advice and perhaps some sort of intervention, groups or programs for identified absentees to take part in, networking opportunities to share good practice and experiences, parenting forums promoting better communication between families and schools, methods for encouraging better attendance and a higher value on education continuity in family homes,

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someone to contact (advisor-advocate-resource person) with specific one-off issues.

5.4 Results From Youth Focus Groups

Absenteeism and Statistics
All following quotes are from young people participating in one of the four youth focus groups. There was general agreement that absenteeism is commonplace and that in many instances a great amount of time is lost. "Everyone's wagging, everyone's forging notes" Young people felt that whilst it was very regular for some students, but for many more it only occurred every now and then. "It's constant for some, but most do it every now and then" Suggestions varied greatly as to how many people might be regularly absent, however the general assumption was that anything from 25 to 50% of the student population would be away from school for something other than an 'approved absence' in any given term. "Yeah, massively man, 40 or 50%, almost the whole class sometimes" Focus group participants rarely agreed on how much school a student could miss before it became problematic. Opinions suggested that more than a week in a term is a problem, that up to two weeks is fine but more than four is a problem, that missing 6 of the same class may be a problem, and that a day off per week is fine. "A day per week is fine, especially if you've got a letter" "School says after 3 days it's a problem, but it depends on the subject. Up to two weeks maybe, four weeks is really hard"

Participants both inside and outside school settings were aware that it depends on the sort of classes that students miss, how difficult they find these classes and how that particular student is going. There was general agreement that if you are not going well, it is only going to become harder when you miss classes. "sometimes you could miss something and it's a big problem, but it depends on the subjects you've got" "when you miss some stuff, you just can't catch up"

Triggers and Barriers

Most commonly the focus group participants relate absenteeism to boredom and repetition in class settings. Other triggers for missing classes or days included difficult relationships with teachers and inadequate teaching styles. "school's boring so you just leave"

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"It's teachers. It's the way they treat us" Bullying presented regularly as a trigger and included schoolyard bullying by peers and teachers displaying bullying behaviour. Social problems with peers might also encourage absence. "If you get along, you stay, if they're mean to you, you don't wanna go back" Finding subjects too difficult was regularly cited as another trigger. Some participants felt that teachers were too quick to brush over subjects or problems and often failed to take enough time when students required it. This was also related to academic fears, particularly fear of a test or an exam, which often leads to absence. "The work's too hard, so you miss classes, miss days" "Maybe you don't like your teacher, or maybe you're scared of exams" Outside of the school setting, participants identified various family problems such as fights, relationship break-ups and legal issues that were common triggers for absenteeism. Others saw family responsibilities such as baby sitting or looking after sick siblings as valid reasons for missing school, and some said parents simply didn't have the skills to get their kids to school. When parents work varying hours, this may impact on attendance as well. "Maybe there's some sickness or some fighting going on at home that would definitely be a reason." "They didn't know how to tell me or make me get to school, so they gave up eventually" Finally, there was open discourse about the social opportunities that might attract students away from school such as concert tickets going on sale, boyfriends and girlfriends and other friends outside the school setting that provide attractive alternatives to school. "Something good might be on, like a new movie release or a big sale you want to go to at the shops"

Tackling Student Absenteeism

Participants were asked what schools might do to encourage better attendance. Answers often focused around teaching staff offering more entertaining and engaging ways of teaching, and offering more extra curricular activities between academic expectations. "some teachers just slam the work on you and expect you to do it" "we do the most work in the classes that are the most fun" Other suggestions include teachers using positive reinforcement rather than negative reinforcement, and teachers listening more closely to the individual needs of students. Several young people also suggest school work should be more closely tied to real life examples and experiences. "teachers that encourage rather than punish."
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"instead of saying 'you're no good', they could say 'here's some help'" When asked to consider what families could do to improve attendance, participants suggest that parents might "get some help" with family problems and all the work that has to be done (especially for single parents). Parents could also do more to help get students out of bed, provide a warmer environment to talk about problems at school and try harder to respect how difficult school can be for students. "you need parents that really want you to go to school to make you go to school" "they just don't know how hard it is we can get stressed out as well" Focus group participants had several suggestions and ideas about what would work to keep students coming to school each day. These included bridging students experiences outside of school with school subjects, providing different types of programs (like VCAL) that change the way you are expected to learn and providing more activities outside of normal classes. "if they had a maths class that related to what we do in life, we'd enjoy it" "the VCAL mixture with TAFE stuff makes it heaps more interesting it keeps kids at school who would have left mainstream" Relaxing expectations at school was another regular theme of the focus groups, including more relaxed (and funny) teachers and more relaxed rules about behaviour. Being able to speak openly about your feeling or concerns was seen as a missing ingredient in students comfort and satisfaction at school. "not be so tight, as in like, activities and something fun, not just hard work" "I like it in the group where you are just able to say what p****s you off, say what's on your mind, without getting in trouble" Finally, other general suggestions from young people included: "shorter days, later starts" "you need to actually sit down and talk things out, have people listen to you" "movies, activities, excursions and other rewards for coming" "I never got support, never got told I was doing well for going, so I stopped"

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6. Summary of Findings
Absenteeism and Statistics
The consultations assured us that absenteeism is of serious concern across the cluster. In many instances attendance problems occur in only a small percentage of the student body, however where they do exist the issue can be both serious and very difficult to arrest. Absenteeism does not necessarily follow obvious patterns across the cluster or even within schools themselves, and it is generally felt that each individual school will face their own specific hurdles in redressing the problem. Necessary introspection aside, the recognition that each school must interpret their own findings and seek out answers and support within given themes is of itself a commonality across the cluster. Statistical processes are not consistent and are vulnerable to inaccuracy as a result of attendance anomalies and available time. Many schools feel, either through time constraints or systems limitations, that they are unable to respond adequately to statistical data and/or unable to generate an accurate summary of attendance data. Other schools feel their existing systems, in particular CASES 21, are entirely adequate when schools have the expertise and time to make the most of the mechanism. As a general theme, schools in the cluster are seeking the time and skills to creatively use attendance data and seeking more consistency between schools in methods for measuring and identifying absentees. The most consistent finding of this project has been the pre-eminence of condoned absenteeism as the most common and pressing form of absenteeism. Schools experience this in many forms, including both fractional and extended absences, and regularly flag this as their primary attendance concern. Fractional truancy, including late starts, early leaving and class skipping are also regularly cited as problems for schools. For several schools extended family holidays during school terms are an increasing phenomenon, causing particular concern where students are already struggling with curriculum expectations. Traditional notions of truancy, particularly 'wagging' full days, seems to occur more in secondary than primary years and is generally seen as less common or concerning than the other issues. School Refusal and school phobias are less common again, and it appears some procedures or referral options are in place for when these conditions arise.

Triggers and Barriers

The common triggers identified through the consultations fell into the three broad categories of student issues, school issues and parental issues. For students, boredom, a lack of attachment to teaching staff, frustration and difficulty with the curriculum and inadequate social support were among the key factors leading to absenteeism. For schools, inconsistencies in engagement practices and teaching quality were suggested triggers, along with varying levels of commitment and enthusiasm for enhancing the educational experience of students. Teachers were also seen to have difficulty balancing the needs of absentees and the needs of the broader group. Many consultation participants pointed to concerns about parenting as it relates to school attendance. A low regard for education and attendance was common in the families of regular absentees, and parenting skills such as time management and discipline were brought into question in the case of some families. Parents are also seen to rely on some students for practical assistance (such as child care at home) or emotional assistance (such as keeping them company during the school day).
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Resistance to pressure from schools and poor communication between parents and staff with regard to attendance was also a commonly identified trigger. Barriers to success when tackling absenteeism were very often linked to available time and resources within schools. A lack of time to establish and follow up on attendance procedures and ideas, including inadequate staffing resources to work with families, was a consistent problem. Furthermore, some schools lack the adequate skills and resources for effectively engaging the families of absentees. Coupled with entrenched negative parenting patterns and a low regard for education in some families, the barriers to effective attendance management are seen as substantial. Schools also lack a method for getting the message across regarding the importance of attendance and the implications of inconsistency for individual students. Resistance to curriculum change within schools and inconsistent levels of commitment between individual teaching staff are similarly problematic barriers.

Tackling Student Absenteeism

Among the many suggestions outlined in the results chapter, certain key consistencies may be identified. Schools identify a number of key ideas and supports that may be effective in responding to problematic absenteeism. These can be loosely summarised in the following passage of key points taken from the network focus group findings. Answers to absenteeism may include: y y y y y a focus on families: methods of engagement and values to be promoted, advice and expertise with Action Planning that is done school by school, funding support for either internal or external dedicated absenteeism workers, a media campaign that is high profile, high quality and accessible with a focus on attendance targeting students and families, support with honest and open communication between state and independent schools, perhaps including protocols that improve the information flow when students move within the cluster, shared Good Practices across the cluster, perhaps including a strategy group, support towards common practices across schools or at least across networks, for greater consistency, specific assistance with School Attendance surveying tools, including a focus on reasons and attitudes related to non-attendance, advocacy for the plight of schools in this regard, especially with regard to the money and time required for welfare approaches with families of absentees, substantial curriculum changes that move away from teaching 'disciplines' and begin teaching people and individuals. This may include differentiated curriculum and special settings depending on student's skills and interests.

y y y y y

Where to from here?

This report seeks to move forward on the advice generated by the consultation results and provide a series of responses. In the first instance, Chapter 7 offers snapshot appraisals of six good practice models both within and outside the cluster for schools to share and consider. Contact details are provided for key workers should individual schools wish to follow up on specific examples. Chapter 8 offers a program proposal for a series of cluster-wide forums, exploring each of the key areas schools seek support with. This will hopefully provide tangible and readily applicable advice and expertise direct to schools. Finally, Chapter 9 summarises the key recommendations of the TSA Steering Committee generated as a result of this research. The recommendations are an attempt to represent the common desires of project participants.

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7. Snapshots of Good Practice

Given the obvious interest in models of good practice expressed throughout the project, the following pages explore some excellent examples of programs tackling student absenteeism. The models outside the cluster were identified through the literature review and advice to the TSA Steering Committee. The models with the cluster were discovered in the consultations with schools and networks.

7.1 Models Outside the Cluster

Safer Streets and Homes: Western Region Truancy Reduction Pilot
Funded by the Victorian Department of Justice and co-ordinated through the Department of Education and training, a worker is employed full time across five schools in the Hoppers Crossing/Werribee area. Nominally located at one school, the worker actually spends a day (or part day) per week in each of the schools. The worker undertakes: y y y y extensive case-work with identified students, based on a youth work model, whole-classroom activities with grade 5 & 6 students, professional development with staff regarding engagement and attendance, extensive conferencing and negotiating with attendance officers, families and the broader community.

The work relies heavily on the existence of attendance officers at each school (in some cases administrative staff, in other cases Assistant Principals or similar staff) correctly using CASES and analysing data. Specific approaches within case-work include holding a conference after 3 days of unexplained absence that includes the School Welfare Co-ordinator, Year Level Co-ordinator, Family and Student. This is quite intimate and includes the development of a personalised plan for each child. Following this, the student has a weekly catch up with the worker, based on a youth work model) with a focus on encouragement and positive reinforcement rather than reprimands. The recognised status of the project worker allows for negotiation with other staff, special consideration for engaged students and the creation of alternatives to suspension where possible. The project is seen to be highly successful. For further information on the Truancy Reduction Pilot contact the Project Worker, Alec Gunningham on 9749 3611 or 0438 088 600.

Yarra Schools Participation Project

Funded directly from the Victorian Department of Education and Training, a worker is employed full time across a network of 9 schools in the City of Yarra. The interventions vary widely and include community-wide action, school-wide activities and one-to-one work with students and families. Specific tasks include: Maximising the quality of data collected and analysed through CASES 21 Student Support Groups for identified students Information nights and forums for parents (value of education and attendance) Work across the network: Identifying commonalities, individualities, trends Creation of models for intervening with families (generally 1 to 1 with parents) Direct work, including support and planning, with individual students

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An extensive project dossier documents the activities and practices of the worker across the Yarra Schools Network. The network includes a diverse range of school types and student profiles, yet the project is able to focus on attendance issues across all levels and is achieving excellent results. This varied approach to participatory practices is seen to be highly effective. For further information on the Yarra Schools Participation Project, contact the Project Worker Zita Pinda on 9421 6158.

REAL Program, Castlemaine Secondary College

Internally funded through existing budgets, the REAL program is a comprehensive alternative learning stream for students identified as at risk of disengagement. Identification and nomination may be triggered by absenteeism, literacy/numeracy difficulties, anti-social behaviours, social or personal challenges or a simple lack of integration into the broader community. The curriculum for participants includes 8 periods of regular subjects and 22 periods of REAL subjects. REAL classes focus on the four key areas of literacy, numeracy, out-door education (risk taking) and Technology (various projects). The focus for academic subjects is altered to real-life examples and very tangible explanations for curriculum content. The out-door education activities promote selfconfidence, enhance self-esteem and create a sense of community among members. The technology projects allow for practical outcomes and interesting variations in the type of work undertaken that seek to keep interest and engagement levels high whilst providing rewards for effort. Social and personal support is provided by the two REAL teachers and includes 1 to 1 meetings, support and negotiations between the school and REAL families and negotiations with the broader school community around enrolments issues (i.e. alternatives to suspension). REAL is also seen to be highly successful. For further information on the REAL Program at Castlemaine Secondary College, contact the program co-ordinators Ian Whyte or Ken Tester on 5479 1111.

7.2 Models Inside the Cluster

Attendance Strategies, Willmott Park Primary School
Willmott Park Primary School has developed a broad attendance improvement strategy to prevent and appropriately respond to incidences of problematic absenteeism. The strategy includes a dedicated Attendance Co-ordinator whose responsibilities extend beyond record keeping procedures and roll maintenance to provision of attendance data in the staff/school bulletins, attendance reminders in the school newsletter and various preventative measures. Other tasks include assessing attendance data and, in conjunction with teaching staff, analysing possible triggers or reasons for attendance falling below the benchmark of 85%. Direct negotiation with families of non-attenders follows, on occasions leading to a liaison process with the school Guidance Officer and/or the linking of attendance to a student's personal goal setting. Absences are to be explained in the school communications book, and where this is not possible an absence note is provided for completion by parents or carers. Where neither communications book nor absence note have been completed, the school sends home absence reminder notes asking for explanations. The school has a flag system for students with ongoing attendance problems, whereby families are automatically contacted if an identified student is away and the school has not been
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advised of a reason. The attendance strategy also includes a focus on accurate use of CASES 21 codes and reports, and students with either poor or chronic attendance are clearly identified and closely monitored using these tools. Finally, the Attendance Co-ordinator is responsible for positive reinforcement in the form of award certificates to classes or individuals displaying excellent attendance. Similarly, teaching staff with strong attendance figures receive acknowledgement and appropriate recognition in staff bulletins. For further information on the WPPS Attendance Strategies, contact the Principal Evan Hughes on 9305 6639.

Strategic Student Attendance Plan, Fawkner Secondary College

Fawkner Secondary College offers a comprehensive program for maintaining high levels of student attendance across the school population. The Strategic Student Attendance Plan (SSAP) includes a review of attendance data across the school, a review of attendance procedures and a list of revised attendance checking and recording procedures. The plan explores and analyses causes for fractional and fullday absences and offers a comprehensive suite of good attendance practices in the form of the school-wide Student Attendance Policy. The policy components include daily, weekly and monthly absence responsibilities for classroom teachers, attendance officers and Sub-School Co-ordinators. Similarly, late procedures and early leaving procedures are thoroughly documented. Information for parents and caregivers is also considered, and the policy explains the value of attendance, the implications of non-attendance, legitimate reasons for absence and non-legitimate reasons for absence. The SSAP also extends beyond the Attendance Policy to consider various improvement strategies, each targeting a given aspect of the school program (including school curriculum, teaching staff, student attitudes and parent or community programs). Finally, the plan points to agreed attendance targets, new monitoring practices and forward action plans for coming months and years. The SSAP represent a comprehensive tackling of absenteeism across the entire school community. For further information of the Fawkner Secondary College SSAP, contact the Student Welfare Co-ordinator Judy Poole on 9359 1166.

Curriculum Changes and Attendance Strategy, Sunbury Downs Secondary College

Sunbury Downs Secondary College has sought to bring about substantial change in the learning opportunities for students since early 2003. Linking curriculum diversity and student attachment, a 'Pathways" committee considered and introduced changes to the post-compulsory and middle years in a variety of forms. For post-compulsory students, the VET options were quadrupled and VCAL Intermediate was introduced for year 11 students. For students in year 9 (in line with Middle Years Reform) a graded literacy/numeracy program has been introduced and two non-faculty based electives have been offered. The electives include Community Projects (partly supported by a School Initiative grant) and Leadership (partly supported by a School Focused Youth Service grant). There is a sense that these changes have enhanced the quality of some student's school experience and there is optimism for directly related improvements in attendance figures. The VCAL program has already been seen to retain students beyond year ten who may have traditionally left the school system.
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In addition, Sunbury Downs self-fund an Attendance Officer position approximately 10 hours per week for maintaining attendance records and following up on absenteeism with students and their families. Money generated through school fundraising events and other activities assists with the maintenance of this role. For further information on the Curriculum Changes or the Attendance Officer funding model, contact the Principal, Graeme Brown, on 9744 7366.

8. Informing the Cluster

The TSA project proposes a broad series of forums in direct response to the concerns and needs raised in the research findings. Schools are seeking a combination of specific tools, consistent advice and information sharing that this forum series will provide. Each forum would include guest speakers demonstrating actual examples of the ideas at work in school settings and specific tools would be provided to enable immediate or potential action by participating schools. The forum series would be co-ordinated by the existing TSA Steering Committee and supported by particular projects, organisations and individuals identified throughout the TSA research project.

TSA Forum One: Exploring Absenteeism in Your School

Schools identify inconsistencies and uncertainties regarding analysing and interpreting attendance data and patterns. In response, the first forum in the series will cover the following topics: Getting the most out of CASES 21, Student Attendance Surveys, Exploring and responding to triggers for absenteeism, Individual Student Attendance Plans.

TSA Forum Two: Engaging and Communicating with Parents

The quality of communication with families and a host of pressing parental concerns were identified in the research, and schools have specifically asked for assistance in the area. In response, the second forum in the series will cover the following topics: A guide to Parenting Forums Formal Communication Promoting the Importance of Punctuality and Attendance Links to Welfare and Support

TSA Forum Three: Curriculum Reform, Engagement & Attendance

Engagement practices and curriculum reform are similarly high on the attendance agenda for schools across the cluster. Young people also point to this area as critical in tackling absenteeism. In response, forum three will cover the following topics: Engaging Teaching Methods Alternative Settings Diversity in students skills and interest: Individual Learning Plans Measuring Quality

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TSA Forum Four: Common Goals, Common Tools

Schools across the cluster are seeking consistency in tactics and responses for issues to do with attendance. In response the final forum in the series will cover the following topics: Identifying Common Absenteeism Criteria Identifying Common Response Procedures Creating protocols between schools for improved students outcomes

9. Summary of Recommendations
The findings of this research project lead the Steering Committee to the following series of recommendations. The recommendations reflect the concerns raised and needs identified by stakeholders across the cluster. The Tackling Student Absenteeism Steering Committee Recommends: y that the TSA Steering Committee be maintained and enhanced to ensure that the focus on absenteeism and momentum for improving responses is maintained within the cluster, that the TSA forum series identified and documented in this report be undertaken as soon as possible, with a consistent focus on practical advice and readily applicable tools for schools, that funding formulas be reviewed to accommodate attendance and home-school liaison officer responsibilities in each school, above and beyond existing allocations for welfare and administration, that funding be sought for a media campaign stressing the critical importance of punctuality and continuing attendance throughout primary and secondary schooling, that funding be sought for attendance support workers across the cluster to resource schools with tools for combating absenteeism and to support schools in critical cases of absenteeism.

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References
Wheatley, S. & Spillane G. (2001) Home and Away: A Literature Review of School Absenteeism and NonEngagement Issues, Victorian Statewide School Attachment and Engagem ent Planning and Interest Group ii Brooks, M. et al (1997), cited in Bucci, A. M. (2002) School Attendance And Attachment, Whitehorse School Focused Youth Service, Box Hill, p10. iii Bicknell, K. (1999), cited in Wheatley, S. & Spillane G. (2001) Home and Away: A Literature Review of School Absenteeism and Non-Engagement Issues, Victorian Statewide School Attachment and Engagem ent Planning and Interest Group, p18. iv Wheatley, S. & Spillane G. (2001) Home and Away: A Literature Review of School Absenteeism and NonEngagement Issues, Victorian Statewide School Attachment and Engagem ent Planning and Interest Group, p18. v Rollings, S. et al (1999), cited in Hobsons Bay City Council (2000) STAY: School Attendance Project Report 2000, School Focused Youth Service, Hobsons Bay City Council Youth Services, p5. vi Anglicare Werribee Family Services (2000), cited in Hobsons Bay City Council (2000) STAY: School Attendance Project Report 2000, School Focused Youth Service, Hobsons Bay City Council Youth Services, p4. vii Victorian Department of Education (1997) Student Attendance Guidelines, Community Information Service, Department of Education, Melbourne, p19. viii Wheatley, S. & Spillane G. (2001) Home and Away: A Literature Review of School Absenteeism and NonEngagement Issues, Victorian Statewide School Attachment and Engagem ent Planning and Interest Group, p25. ix Bucci, A. M. (2002) School Attendance And Attachment, Whitehorse School Focused Youth Service, Box Hill, p11. x Wheatley, S. & Spillane G. (2001) Home and Away: A Literature Review of School Absenteeism and NonEngagement Issues, Victorian Statewide School Attachment and Engagem ent Planning and Interest Group, p20. xi Rollings et al (1999), cited in cited in Hobsons Bay City Council (2000) STAY: School Attendance Project Report 2000, School Focused Youth Service, Hobsons Bay City Council Youth Services, p6. xii Wheatley, S. & Spillane G. (2001) Home and Away: A Literature Review of School Absenteeism and NonEngagement Issues, Victorian Statewide School Attachment and Engagem ent Planning and Interest Group, p20. xiii Bucci, A. M. (2002) School Attendance And Attachment, Whitehorse School Focused Youth Service, Box Hill, p11 xiv Cohen, D. & Ryan, M. (1998), cited in Wheatley, S. & Spillane G. (2001) Home and Away: A Literature Review of School Absenteeism and Non-Engagement Issues, Victorian Statewide School Attachment and Engagem ent Planning and Interest Group, p21. xv Hobsons Bay City Council (2000) STAY: School Attendance Project Report 2000, School Focused Youth Service, Hobsons Bay City Council Youth Services, p10. xvi Hobsons Bay City Council (2000) STAY: School Attendance Project Report 2000, School Focused Youth Service, Hobsons Bay City Council Youth Services, p8. xvii DEET (1999), cited in Wheatley, S. & Spillane G. (2001) Home and Away: A Literature Review of School Absenteeism and Non-Engagement Issues, Victorian Statewide School Attachment and Engagem ent Planning and Interest Group, p18. xviii Bradshw, D. et al,(2001) cited in Bucci, A. M. (2002) School Attendance And Attachment, Whitehorse School Focused Youth Service, Box Hill, p12. xix Resnick, M.D. (1993) The Impact on Caring and Connectedness on Adolescent Health and Wellbeing. CYAFC Electronic Clearinghouse, p 3. xx Resnick, M.D. (1993) The Impact on Caring and Connectedness on Adolescent Health and Wellbeing. CYAFC Electronic Clearinghouse, p 4. xxi Catalano, R. (1997) Young People- Developing the Potential. Seminar Presentation, Melbourne, 28.5.97, p 13. xxii Wheatley, S. & Spillane G. (2001) Home and Away: A Literature Review of School Absenteeism and NonEngagement Issues, Victorian Statewide School Attachment and Engagem ent Planning and Interest Group, p5. xxiii Dwyer, P. (1996) cited in Bucci, A. M. (2002) School Attendance And Attachment, Whitehorse School Focused Youth Service, Box Hill, p14. xxiv Wheatley, S. & Spillane G. (2001) Home and Away: A Literature Review of School Absenteeism and NonEngagement Issues, Victorian Statewide School Attachment and Engagement Planning and Interest Group, p22. xxv Wheatley, S. & Spillane G. (2001) Home and Away: A Literature Review of School Absenteeism and NonEngagement Issues, Victorian Statewide School Attachment and Engagem ent Planning and Interest Group, p63.
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