I began working with a student in Year 6 whose attendance had been at severe risk for the past three years. The mother was not following the attendance plan and she was resistant and defensive when approached about his attendance. Previous contact with the mother had been adversarial with the district Attendance Officer threatening court action and a fine for poor attendance. The student’s academic performance was delayed due to long term absenteeism and the home-school communication was poor.
I recognised that it was important to develop a good rapport with the mother. I actively listened as she described her family situation. I emphasised that I was not judging her and acknowledged that she had a difficult situation but that I would be able to assist in regards to her child and take those difficulties in to consideration. As she became less defensive and recognised that it was important that her child come to school I suggested a case conference, which she agreed to attend. I also invited the Attendance Officer and the class teacher. We developed a more detailed plan which required the mother to call me when the student was ill. I maintained regular contact with the mother and was able to get her to trust me and call me for support when the student refused to come to school. As a further support I used alternative strategies such as faxing the student directly at home when he as being difficult for the mother and refused to speak to me on the phone and conducting home visits. The student could not articulate what was the basis for his school refusal. Over a number of one-to-one session with him I was able to guide him in reflecting and identifying his issues and he then was able to say that arguments with the mother were a major trigger and that at school he disliked being singled out for oral assessments and he was extremely sensitive to any comments about his appearance. I sent regular emails and memos so that all staff were aware of what factors triggered school refusal for this student. I supported the mother in developing an escalation of consequences for her child, as home consequences were not having any effect, as they were not significant or important enough to motivate the student to change his behaviour. I also encouraged her to stay calm when disciplining him and explained that using a firm voice, with low tones, would support him staying calm and making a good choice to come to school.
This support has meant that the mother is now able to get her child to school. The mother thanked me for my sensitive and proactive support of her in getting her son to school. The mother now works collaboratively with the school and does not see the school’s intervention as a personal attack. I have developed a good rapport with the student and can focus him on good attendance. To ensure that this significant progress is maintained beyond primary school, I instigated a transition plan with Ellenbrook Secondary College. The Associate Principal and Year 7 Coordinator are aware of the student’s triggers for school refusal and the need for good communication with his mother. Most importantly his attendance improved from 55% in 2009 to 87% in 2010.
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