”Ska vi släcka eldarna eller ska vi se till att de inte börjar brinna?” : Framgångsfaktorer vid närvarofrämjande, frånvaroförebyggande och frånvaroåtgärdande arbete vid problematisk skolfrånvaro på grundskolan

• Main Author: Bergslycka, Marie
• Format: Others
• Language: Swedish
• Published: Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik 2019
• Subjects: elevhälsa; framgångsfaktorer; specialpedagogik; problematisk skolfrånvaro; Pedagogy; Pedagogik; Pedagogical Work; Pedagogiskt arbete
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74925

Problematic school absenteeism is a global problem that concerns teachers, parents, children as well as government and legislators. In Sweden schools attending is both a right as well as a duty. This study is focused on success factors that effective schools student health teams express concerning problematic school absenteeism. Student health team has a key role to both promote school presence as well as prevent and fix absenteeism (SOU, 2016:94). Previous studies have been focused on reasons for problematic school absenteeism in the family or on the individual (Bodén, 2016). There is a lack of studies that suggest what school can do to address the problem problematic school absenteeism. The study was conducted in two school´s with focus group interview as a method with one health team, one local “presence team” and an individual interview with a special education teacher. The result of the study shows that these successful examples varies in what they consider to be a success factor. The argued success factors concerning promoting school presence are the feeling of safety and wellbeing and working with available learning environment. The identified factors suggest that the success factors to address preventing problematic school absenteeism is a “presence team” at the school, earlier effort, calling home, follow up statistically, active mentoring, the principal leadership and last tuition. Success factors to fix problematic school absenteeism suggest having presence team at the school, relationship and trust, cooperation, monitoring, flexibility, student suited technology, discover undiagnosed neurodevelopment disorder, preparing going back to school, special teaching group and last take mandate. The conclusion of the study is that the two studied successful schools work in all the dimensions to prevent, fix problematic school absenteeism and promote school presence. Notable is that the result in the two different school varies.