6. School Based Programmes and Interventions

WHAT CAN BE HELPFUL FOR ALL STUDENTS IN SCHOOL?

6.1 PROMOTION OF PARENTAL INVOLVEMENT

An active and positive relationship between parents/guardians/carers and school is essential to ensure a quick collaborative response when difficulties occur. Channels between parents/ guardians/carers and the school should remain open in order to share information in terms of the student’s social, emotional and educational development. This open communication system ensures that where concerns arise, they can be dealt with efficiently.

Parents/guardians and carers may sometimes feel it is hard to connect with their young person around school issues. Some ways in which parents/ guardians and carers can get involved are listed below:

 Checking in around homework.

 Taking an interest in any projects which may have to be completed.

 Attending school events such as parent-teacher meetings, fundraising events or school performances.

 Keeping communication active with the young person’s class teacher/year head in the form of a communication notebook or through 1:1 face to face meetings.

 Being invited in to help in the class with making resources, career days or assisting on school tours.

 Supporting attendance at after school activities.

 Communicating with Home School Liaison Officer and School Completion Staff (where available).

It is important that parents/guardians and carers receive consistent information and advice in terms of encouraging regular school attendance and initial steps to take should a decrease in attendance be noted.

6.2 GENERAL TESTING

It can be difficult to keep track of a large number of students within the school. However, in order to ensure that young persons do not “fall through the net”, it is suggested that regular testing in the areas of reading, writing, spelling, numeracy and behaviour (including social skills) are undertaken.

6.3 FOR PRIMARY SCHOOLS

 Special Education Needs — A Continuum of Support

 Guidelines for Teachers

 Resource Pack for Teachers https://assets.gov.ie/40642/674c98d5e 72d48b7975f60895b4e8c9a.pdf

 Behavioural Emotional and Social Difficulties — A Continuum of Support https://assets.gov.ie/40684/97bbea80d 96b4057bf3f1f01107c7db4.pdf

6.4 FOR POST PRIMARY

SCHOOLS

 A Continuum of Support for Post Primary Schools

 Guidelines for Teachers

 Resource Pack for Teachers https://assets.gov.ie/40645/20f442fa4149 40f894506ed717d7f635.pdf

These resources are also available on: www.gov.ie/education

6.5 ATTENDANCE

Monitoring attendance is crucial in terms of identifying early warning signs for school avoidance. This is an area that all schools are

Areas which may need checking include:

 Medical difficulties — are there underlying medical reasons for the student avoiding school?

 Social reasons — Gain a greater understanding of the student’s social circle or lack of.

 Educational reasons — is the student obliged to adhere to and it is important that this information is utilised effectively. having difficulty in particular subjects, or overall?

 Environmental reasons — is there something in the environment causing distress for the student?

 Functions of School Avoidance — are there other reasons the student is avoiding school?

Functions Of School Avoidance

Negative Reinforcement

Escaping bad feelings related to teachers, difficult subjects, class or school based situations.

Escaping social situations e.g., having to read in front of the class, walking past older students, peer group challenges.

Collecting information and assessing the above areas can lead to a more in-depth, focused intervention which is tailored to the

Positive Reinforcement

Seeking one to one attention from parent/ guardian and carer, prefer to be at home, needing reassurance from adults.

Pursuing reinforcers at home such as T.V., internet access, gaming, staying up late.

individual needs of the student. The Continuum of Support documents aim to assist schools in developing plans that support students.

6.6 SCHOOL BASED PROGRAMMES/ CURRICULUM

There are a number of available school programmes and interventions which can assist in either the creation or implementation of a plan for early or established school avoidance. These include:

 Social, Personal and Health Education (SPHE)

 Stay Safe

 Social Skills Programmes, e.g. FRIENDS programme

 The School’s Code of Behaviour (including incentive programmes to encourage positive behaviour such as regular attendance)

 Health and Safety Policy

 School based resilience training programmes

 Teaching Mindfulness to all students

 School Completion Programme supports and interventions where available

See Resources for parents/guardians and carers for more information.

6.7 WHEN NEEDS ARE IDENTIFIED POST SCREENING

As soon as a young person is identified, a plan should be implemented in a timely manner to ensure that difficulties do not escalate. School and Parental checklist are useful resources to help in this process.

Schools are encouraged to gather relevant background information, plan and evaluate as well as gather information on specific relevant interventions and resources available to them.

6.8 INVOLVEMENT OF OUTSIDE AGENCIES AND SUPPORT SERVICES

Sometimes, additional resources may be needed if a student has difficulties which involve the whole family. It is beneficial for schools to identify these needs and obtain further professional support when appropriate. Where there are difficulties with attendance, advice should be sought from the EWO and a referral to the EWS should be made. NEPS should also be consulted in this regard. A young person may be referred to Child and Adolescent Mental Health Service (CAMHS), Primary Care Psychology, Speech and Language Therapy, Occupational Therapy, and/or other agencies depending on specific presentation (see Appendix A). Where there is uncertainty as to which service is most appropriate and where there are unmet needs for the young person a request can be made directly to the Meitheal Process. A referral can also be made to Child Protection Social Work (TUSLA) if it is deemed that the young person’s needs are not being met by the parents/guardians/carers.

See Appendix A for support services and contact details.

NEPS SCHOOL AVOIDANCE RESOURCE https://www.gov.ie/en/collection/84e52e-nationaleducational-psychological-service-neps-guidelinestips-and-/#managing-reluctant-attendance-andschool-avoidance-behaviour (as amended)