ABSTRACT

Emotionally based school non-attendance (EBSNA) needs are complex, with a distinctive combination of risk factors affecting each individual. This study presents an exploration of the perceived facilitators to successful returns to school for two primary-aged children who had previously experienced anxiety around school attendance. The perspectives of parents, school staff, and educational psychologists were gathered using semi-structured interviews to identify effective support. A reflexive thematic analysis was conducted to generate themes. Findings demonstrate that the support in each case was highly individualised. Key facilitators considered to achieve this included: effective home-school communication; taking a functional approach; engaging other professional support; cultivating positive relationships; and practitioners regularly reflecting on their practice. The significant overlap between themes supports an interactionist, ecological model of early identification and intervention for EBSNA difficulties. Implications for practitioners include the need to ensure a reflective, individualised approach, and the importance of facilitating the home-school relationship.

摘要

基于情绪的缺勤 (EBSNA) 需求是复杂的，具有影响每个人的风险因素的独特组合。本研究探讨了两名此前曾因上学焦虑而感到焦虑的小学生成功重返学校的感知促进因素。使用半结构化访谈收集家长、学校工作人员和教育心理学家的观点，以确定有效的支持。进行了反思性主题分析以产生主题。调查结果表明，每种情况下的支持都是高度个性化的。实现这一目标的主要促进因素包括： 有效的家校沟通；采取功能性方法；参与其他专业支持；培养积极的关系；和从业者定期反思他们的实践。主题之间的显着重叠支持了早期识别和干预 EBSNA 困难的互动主义生态模型。对从业者的影响包括需要确保采用反思的、个性化的方法，以及促进家校关系的重要性。