Teachers' Support Methods Effective for School Non-Attendance

YAMAMOTO SUSUMU

doi:10.5926/jjep1953.55.1_60

The present study investigated effective support methods for various states of school non-attendance. Elementary, junior, and senior high school teachers (N=290) completed questionnaires. In order to understand the states of students not attending school, 4 factors (“self-assertion,” “behavior/lifestyle,” “obsessive-compulsive tendencies,” and “physical symptoms”) were extracted with factor analysis, after which measurement scales were created. Using these scales, the states of the students were assessed, and the effectiveness of each support method was evaluated with a chi square test. The results of this investigation suggested that the following support methods were effective:(1) For students with poor “self-assertion”: Provide learning and lifestyle guidance, supporting the family.(2) For students with disruption in “behavior/ lifestyle”: Use lifestyle guidance to encourage school attendance, keeping good relations with the student.(3) For students with “obsessive-compulsive tendencies”: Establish a support system and encourage spending time in other rooms, supporting the family and collaborating with specialized organizations.(4) For students with “physical symptoms”: Establish a support system, such as allowing them to stay in the school nurse's office, in addition to providing psychological support.

Teachers' Support Methods Effective for School Non-Attendance

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