Raising a ‘red flag’ by not going to school. A grounded theory study of family coach intervention with persistent school non-attenders
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Abstract
Persistent school non-attendance (PSNA) is a widely acknowledged problem. Outcomes for persistent absentees are poor in the long term. Children and young people (CYP) who are often absent from school are more likely than others to leave with few or no qualifications, to suffer mental health difficulties and to become criminal offenders in adult life.
Family coaches work with families where a child has persistently poor or no school attendance, alongside adult unemployment or antisocial behaviour. Uniquely, their work extends across different systems: school; family; professional services and the wider community. As a team they have extensive experience of casework, having worked with several hundred families in the local authority.
This grounded theory study draws upon the unique experience and perspective of this team in order to understand what factors they perceive to induce and constrain the successful reintegration of CYP from coaching families to school after a period of PSNA.
A theoretical framework, based upon their combined experiences, is set out in order to help inform future work within the local context and beyond. This emphasises the importance of ensuring that CYP feel safe in their family home, as the key focus of successful intervention.
