The collaborative development of a local authority emotionally based school non-attendance (Ebsna) early identification tool-Reference-Cited by-同舟云学术

The collaborative development of a local authority emotionally based school non-attendance (Ebsna) early identification tool

Published:2024-01-07 Issue:2 Volume:40 Page:185-200
ISSN:0266-7363
Container-title:Educational Psychology in Practice
language:en
Short-container-title:Educational Psychology in Practice

Author:

Boaler Rhonda¹^ORCID,Bond Caroline²^ORCID,Knox Louise³

Affiliation:

1. Catalyst Psychology, Didsbury, Manchester, UK

2. Manchester Institute of Education, School of Environment, Education and Development (SEED), University of Manchester, Manchester, UK

3. bMindful Psychology Ltd. Hobart House, Cheadle Royal Business Park, Cheadle, UK

Funder

Department for Education

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/02667363.2023.2300027

Reference44 articles.

1. Adams R. (2023 January 13) ‘Cultural shift’ since pandemic causing attendance crisis in English schools. The Guardian. https://www.theguardian.com/education/2023/jan/13/cultural-shift-since-pandemic-causing-attendance-crisis-in-english-schools

2. Check & Connect: The importance of relationships for promoting engagement with school

3. Babcock LDP Educational Psychology Service and Devon County Council. (2016). Developing effective support systems for young people experiencing anxiety based school avoidance: An exploratory study and good practice guidance for schools. https://www.devon.gov.uk/support-schools-settings/inclusion/education-welfare-and-attendance/anxiety-based-school-avoidance-absa/

4. Training Research: Practical Recommendations for Maximum Impact

5. Systemic school-based approaches for supporting students with attendance difficulties: a systematic literature review

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1. School non-attendance;Educational and Child Psychology;2024-07-01