Adolescent Adversity, School Attendance and Academic Achievement: School Connection and the Potential for Mitigating Risk

2020 ◽  
Vol 90 (8) ◽  
pp. 618-629 ◽  
Author(s):  
Naomi N. Duke
Keyword(s):  
Academic Achievement ◽  
School Attendance ◽  
School Connection

scholarly journals ‘What about me?’ Stories of the educational experiences of care-experienced children and young people in a Scottish local authority

2021 ◽  
Vol 45 (2) ◽  
pp. 173-190
Author(s):  
Daniela Mercieca ◽  
Duncan P Mercieca ◽  
Leisa Randall
Keyword(s):  
Academic Achievement ◽  
Young People ◽  
Local Authority ◽  
School Attendance ◽  
Educational Experiences ◽  
Influential Factors ◽  
Background Characteristics ◽  
Children And Young People ◽  
Looked After Children ◽  
Home And School

This qualitative study explores the educational experiences of looked after children and young people in one Scottish local authority. The preoccupations of government are academic achievement and school attendance, but these are not the prime concerns of the children, carers and professionals involved. Moreover, they can be both enhanced and restricted by the background characteristics and care situations of the young people and the responses of schools to their needs and behaviour. Five influential factors emerged from interviews and focus groups with professionals, carers and young people: behaviour; school attendance; carers as educators; friendships; and communication between home and school. Each of them is discussed with extended quotations that convey the voices of participants.

scholarly journals The Developmental and Educational Impact of Hearing Impairment in Aboriginal Children Living in Remote Australia – A Data Linkage Study

2020 ◽  
Vol 5 (5) ◽  
Author(s):  
Md Shajedur Rahman Shawon,
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Hearing Impairment ◽  
Early Childhood Development ◽  
School Attendance ◽  
Childhood Development ◽  
Effect Sizes ◽  
Attendance Rates ◽  
Confounding Variables ◽  
Aboriginal Children

IntroductionHigh prevalence of otitis media (OM) and hearing impairment (HI) in Aboriginal children in Australia’s Northern Territory (NT) is well documented. HI may be associated with poorer outcomes in early childhood development, school attendance and academic achievement. However, these associations have not been investigated in this population. Objectives and ApproachRetrospective cohort studies were conducted to investigate the association between HI and three education-related outcomes in Aboriginal children living in remote NT communities. The explanatory variable for all studies was audiometrically determined hearing levels. The outcome measures were Australian Early Development Census (AEDC) results, representing developmental outcomes at around age 5 years; Year 1 school attendance rates; and, National Assessment Program – Literacy and Numeracy (NAPLAN) results for Year 3 for academic achievement. Relevant confounding variables from available linked datasets were controlled for in the statistical analyses. ResultsCompared with normal hearing children, after adjustment for selected confounding factors, children with HI had higher risk for being developmentally vulnerable in two or more of the five AEDC domains (adjusted odds ratio 1.69); lower AEDC domain score sum (-1.60~-2.40); scoring lower in Numeracy (by 15.2 points), Writing (by 13.4-15.6 points) and Spelling (by 5.0 points) domains of NAPLAN; and having lower attendance rates (attending 4.0-5.6 fewer days in Year 1). Severer HI categories generally yielded greater effect sizes. Notably, across the studies, some confounding variables included in the analysis yielded substantially greater effect sizes. Conclusion / ImplicationsOM-related HI has a negative impact on early childhood development, Year 1 school attendance and academic achievement in Year 3 in Aboriginal children living in remote NT communities. To improve the developmental and educational outcomes it is important to detect HI at an early age and provide effective educational support, in addition to clinical and audiometric management.

Preliminary Validation of the SCM in a Sample of Early Adolescent Public School Children

2018 ◽  
Vol 45 (4) ◽  
pp. 288-297
Author(s):  
Shay M. Daily ◽  
Keith J. Zullig ◽  
Elly M. Myers ◽  
Megan L. Smith ◽  
Alfgeir L. Kristjansson ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
School Climate ◽  
Early Adolescents ◽  
School Based ◽  
School Connection ◽  
Preliminary Validation ◽  
Central Appalachia ◽  
Confirmatory Factor ◽  
Perceptions Of School

The school climate measure (SCM) has demonstrated robust psychometrics in regionally diverse samples of high school–aged adolescents, but remains untested among early adolescents. Confirmatory factor analysis was used to establish construct validity and measurement indices of the SCM using a sample of early adolescents from public schools located in Central Appalachia ( n = 1,128). In addition, known-groups validity analyzed each SCM domain against self-reported academic achievement and school connection. Analyses confirmed all 10 SCM domains fit the data well with strong internal consistency and factor loadings. Known-groups analyses suggest students who reported higher academic achievement and school connection demonstrated higher perceptions of school climate. Findings provide evidence that extends the use of the SCM to early adolescents and may support school-based policy.

scholarly journals Aplikasi Akademik Untuk Pelayanan Wali Murid Berbasis SMS Gateway Pada SMP Negeri 2 Airgegas

2014 ◽  
Vol 3 (1) ◽  
pp. 38
Author(s):  
Yudhi Rudini ◽  
Ari Amir Alkodri
Keyword(s):  
Academic Achievement ◽  
School Attendance ◽  
Learning Activities ◽  
Student Academic Achievement ◽  
Children's Behavior ◽  
Academic Activities ◽  
Academic Grades

During this very limited parents to monitor their children's academic activities ranging from school attendance, academic grades to violations committed by his son. That sometimes even surprise is when parents know their child's academic grades decreased and some are received letters of reprimand for their children's behavior. Thus the author makes an application for service-based SMS Gateway parents at SMP Negeri 2 Airgegas is expected able to assist parents in monitoring their learning activities at school, and help students to avoid reprimand the school due to absenteeism and decreased the value of their academic . Expected later this application can help the school, parents and students to improve student academic achievement in school

scholarly journals Pathways to school success: Self-regulation and executive function, preschool attendance and early academic achievement of Aboriginal and non-Aboriginal children in Australia’s Northern Territory

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0259857
Author(s):  
Vincent Yaofeng He ◽  
Georgie Nutton ◽  
Amy Graham ◽  
Lisa Hirschausen ◽  
Jiunn-Yih Su
Keyword(s):  
Academic Achievement ◽  
Executive Function ◽  
Early Literacy ◽  
Educational Outcomes ◽  
School Attendance ◽  
Self Regulation ◽  
Northern Territory ◽  
Preschool Attendance ◽  
Early Academic Achievement ◽  
Aboriginal Children

Background With the pending implementation of the Closing the Gap 2020 recommendations, there is an urgent need to better understand the contributing factors of, and pathways to positive educational outcomes for both Aboriginal and non-Aboriginal children. This deeper understanding is particularly important in the Northern Territory (NT) of Australia, in which the majority of Aboriginal children lived in remote communities and have language backgrounds other than English (i.e. 75%). Methods This study linked the Australian Early Development Census (AEDC) to the attendance data (i.e. government preschool and primary schools) and Year 3 National Assessment Program for Literacy and Numeracy (NAPLAN). Structural equation modelling was used to investigate the pathway from self-regulation and executive function (SR-EF) at age 5 to early academic achievement (i.e. Year 3 reading/numeracy at age 8) for 3,199 NT children. Result The study confirms the expected importance of SR-EF for all children but suggests the different pathways for Aboriginal and non-Aboriginal children. For non-Aboriginal children, there was a significant indirect effect of SR-EF (β = 0.38, p<0.001) on early academic achievement, mediated by early literacy/numeracy skills (at age 5). For Aboriginal children, there were significant indirect effects of SR-EF (β = 0.19, p<0.001) and preschool attendance (β = 0.20, p<0.001), mediated by early literacy/numeracy skills and early primary school attendance (i.e. Transition Years to Year 2 (age 5–7)). Conclusion This study highlights the need for further investigation and development of culturally, linguistically and contextually responsive programs and policies to support SR-EF skills in the current Australian education context. There is a pressing need to better understand how current policies and programs enhance children and their families’ sense of safety and support to nurture these skills. This study also confirms the critical importance of school attendance for improved educational outcomes of Aboriginal children. However, the factors contributing to non-attendance are complex, hence the solutions require multi-sectoral collaboration in place-based design for effective implementation.

scholarly journals Effects of a Teacher-Training Violence Prevention Program in Jamaican Preschools on Child Behavior, Academic Achievement, and School Attendance in Grade One of Primary School: Follow up of a Cluster Randomized Trial

2021 ◽  
Vol 12 ◽  
Author(s):  
Helen Baker-Henningham ◽  
Yakeisha Scott ◽  
Taja Francis ◽  
Susan P. Walker
Keyword(s):  
Academic Achievement ◽  
Social Skills ◽  
Primary School ◽  
Conduct Problems ◽  
School Attendance ◽  
Self Regulation ◽  
Cluster Randomized Trial ◽  
Violence Prevention Program ◽  
Cluster Randomized ◽  
Grade One

Objective: We evaluated the effect of a universal, teacher-training, violence-prevention program implemented in preschool, on high-risk children's behavior, achievement, and attendance in grade one of primary school.Methods: A cluster-randomized trial was conducted in 24 preschools in Kingston, Jamaica. Three children from each class with the highest level of teacher-reported conduct problems were recruited for evaluation of outcomes (n = 225 children). For this study, to increase power, we recruited an additional two children from each class with the next highest teacher-reported scores for conduct problems in preschool. In the final term of grade one of primary school, we assessed children's: (1) conduct problems and social skills at home and school, (2) academic achievement, language, and self-regulation skills, and (3) school attendance.Results: 214/225 (95.1%) of the children evaluated in preschool were assessed in grade one of primary school; an additional 150 children were recruited to give 364 children (181 intervention, 183 control). Significant benefits of intervention were found for child academic achievement (Effect size (ES) = 0.23, p = 0.02), oral language (ES = 0.28, p = 0.006), self-regulation (ES = 0.25, p = 0.007), and school attendance (ES = 0.30, p = 0.003). No significant benefits were found for observed conduct problems (ES = −0.13, p = 0.16), and parent-reported conduct problems (ES = 0.10, p = 0.31) and social skills (ES = −0.07, p = 0.52). Benefits to teacher-reported conduct problems and social skills were significant at p &lt; 0.1 (ES = −0.16, p = 0.09, and ES = 0.19, p = 0.06, respectively).Conclusion: A scalable intervention involving training preschool teachers in classroom behavior management and how to promote child social-emotional competence led to positive outcomes in primary school across multiple child developmental domains for high-risk children.

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