School Refusal: from short stay school to mainstream

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http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/3559 http://eprints.org/relation/ispreviewThumbnailVersionOf http://etheses.bham.ac.uk/id/document/3559 http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/3559 archive 4031 disk0/00/00/15/17 2011-04-14 12:32:09 2019-01-23 09:54:20 2011-07-19 16:37:37 thesis show 0 Grandison Karen Joy Visser John 1946- University of Birmingham School Refusal: from short stay school to mainstream unpub LB LB1603 BF 10col_socs School attendance is a high profile issue at both national and local levels, and links have been made between poor attendance and low attainment, poor employment outcomes and antisocial behaviour (Reid 1999, 2002). This small scale research study focuses on a group of young people referred to as school refusers, who experience difficulties attending school associated with anxiety and emotion. This small scale, case study based research revolves around five young people who have been reintegrated into mainstream school following a period at a Short Stay School (PRU) for key stage 3 and 4 pupils with mental health and medical needs. In addition to the young people, participants include their mothers, the learning mentor from the Short Stay School and a mentor from the receiving mainstream school. Findings underline the heterogeneous nature of cases and an experience of school refusal associated with intense emotions for the young people and their parents. Change associated with school and home factors are implicated in school refusal as are factors including social anxiety, bullying, the child/parent dynamic and characteristics of the young person. School refusal is a long term matter requiring ongoing support even after reintegration. 2011-07 2011-02 graduation eng This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 334 University of Birmingham School of Education d_ep na 2011-07 graduation