Preventing Your Child from Missing School

When a bright, capable, and promising child comes home with a below average or failing report card, many parents respond with anger and frustration.

Bright teenagers with behavioral and emotional problems often manage to keep up their grades and create the illusion that all is well. When those grades begin to slip, or suddenly drop precipitously, this serves as an urgent warning to moms and dads that the teenager who was furiously treading water is now drowning. Underachieving teens often find themselves in a vicious cycle.

Cycle of School Failure:

1. Poor grades

2. Negative reaction by teachers/parents

3. Drop in self-esteem

4. Struggle to catch up

5. Worse grades

6. Teachers begin to "give up" on the child

7. Another drop in self-esteem

8. Apathy

9. Worse grades

10. Student begins to skip school or drop out all together

Failing school can lead to social impairment if the student is held back, economic impact if the student drops out or cannot continue his or her education, and emotional impact as the cycle of failure diminishes the teen's self-esteem.

If your child is failing in school, avoiding homework, skipping classes, or threatening to drop out, or simply not achieving at his or her potential, there are probably underlying behavioral and emotional problems causing the academic issues.

If your teen is frequently absent or truant from school, he or she is statistically at highest risk for dropping out of high school. If your teen has repeated a year due to failing grades, he or she is at even higher risk of dropping out before finishing his or her education.

High School drop outs are 72% more likely to be unemployed and they will earn 27% less than high school graduates.

The National Dropout Prevention Center has identified many strategies that have had positive effects on the dropout rate. Among them are:

• Service learning

• Reading and writing programs

• Out-of-school experiences

• Mentoring/tutoring

• Learning style/multiple intelligences strategies

• Instructional technologies

• Individualized instruction

• Family involvement

• Conflict resolution

• Community collaboration

• Career education/workforce readiness

• Alternative schooling

You can help prevent your child skipping school by:

• ask about school work and encourage them to get involved in school activities
• discussing any problems they may have at school - inform their teacher about anything serious
• making sure they understand the importance of good attendance and punctuality
• not letting them take time off school for minor ailments, particularly those which would not prevent you from going to work
• taking an interest in their education

Arranging appointments and outings after school hours, at weekends or during school holidays will help to prevent disruption to your youngster’s education and to the school. Under normal circumstances, you should not expect the school to agree to your youngster going on holiday during term time.

There are many different issues which can affect school attendance. Examples include problems with:

• work and money

• transport to and from school

• housing or care arrangements

• bullying

If your youngster starts missing school, there may a problem you are not aware of. Ask your youngster first, then approach their teacher or form tutor.

Support from the school—

Your youngster’s school is the first place to go to discuss any attendance problems. The school should try to agree a plan with you to improve your youngster’s attendance (e.g., the fast-track to attendance program). If you don’t follow the plan and things don’t improve, the school will take further action. 1,200 schools are currently using Parent Support Advisers (PSAs) to work with moms and dads to improve kid's behavior and attendance. The government is expanding the availability of PSAs to allow them to reach 10 to 15 schools in each local authority.

Support from your local authority—

Your local authority can also help if you are struggling to ensure that your youngster goes to school. Potential forms of support include:

• working with families and schools to overcome bullying and other serious problems
• support to help reduce the burden on kids where families are in difficulty (for example, if a youngster is spending a lot of time caring for someone)
• home tuition for kids with long term and recurring illnesses, so they do not fall too far behind

Parenting contracts—

If your youngster is missing school without good reason, one option the school or local authority might suggest is a parenting contract.

A parenting contract is a voluntary written agreement between you and either the local authority or the school’s governing body. Parenting contracts aren’t a punishment - they’re used to help you and the school or local authority work together to improve your youngster’s attendance, and get you access to practical support. Under the contract you agree to do certain things - for example, ensure that your youngster arrives at school punctually every day.

If your youngster is not attending school regularly, however, and you refuse to agree to a contract or do not keep to its terms, this can be used as evidence if the local authority decides to prosecute you.

Here is a sample “Parenting Contract” regarding school (adjust to fit your child’s needs):

Parents' Commitment—

ATTENDANCE:

 We understand that every three unexcused tardies or early dismissals will be recorded as an unexcused absence on our child’s record and put him/her at risk of repeating the grade.

 We understand that if our child is absent for more than 12 days in the school year without a school-approved excuse, he/she will need to repeat the grade.

 We understand that if our child is late for school without a school-approved excuse, he/she will be required to serve after-school detention that same day.

 We understand that our child will not be permitted to enter the school building before 7:15 a.m.

 We understand that our child will not earn credit for work missed after absences.

 We understand that the school day ends at 4:30 p.m., and we will make arrangement so that our child can remain at Foundation Academy until that time and be picked up promptly at that time.

 We understand that the school year runs from the beginning of August through June and we will not plan family vacations or other extended absences to occur on school days.

 We will ensure that our child comes to school every day by 7:30 a.m.

 We will make sure that our son/daughter promptly makes up missed work following absences.

 We will telephone the school prior to 8:00 a.m. on the day of any absence to report why our son/daughter is out.

HOMEWORK:

 We agree to check our son/daughter’s homework daily to ensure that it’s complete, accurate and neat.

 We understand that our son/daughter will be required to serve an after-school detention the same day if he/she does not complete assigned homework or completes homework that does not meet Foundation Academy standards.

 We understand that our son/daughter will have 90 minutes to two hours of homework each night, including weekends.

 We will provide a quiet, undisturbed time and space for our son/daughter to complete his/her homework.

DRESS CODE:

 We understand that if our son/daughter comes to school in violation of the school dress code, he or she may not be permitted to attend class, may need to wait for the appropriate clothing to be brought from home and will receive an automatic after-school detention to be served that day.

 We will ensure that our son/daughter comes to school each day in proper dress, according to the guidelines listed in the Parent-Student Handbook.

PROMOTION POLICY:

 We understand that our son/daughter must pass all but one class in order to be promoted to the next grade. More than one failure will result in retention.

DISCIPLINE:

 We understand that detentions happen on the day of the offense.

 We understand that if our son/daughter is suspended that he/she will have to be picked up from school on the day of the offense, that we will have to accompany the child for a meeting in order for the child to return to classes and that our son/daughter will have to present a sincere written and verbal apology before the community.

 We understand that it is our son/daughter’s responsibility to contact us and let us know that he/she has earned an after-school detention.

 We understand that our son/daughter cannot be excused from detention unless there is a documented family emergency.

 We understand that our son/daughter may be suspended if he/she misses an after-school detention.

 We understand that our son/daughter will have to remain in school until at least 5:20 p.m. if he/she commits a detention-level offense and that we are responsible for ensuring his/her safe transportation home after detention.

FAMILY SUPPORT:

 We understand that we are not required to sign this contract as a term of our son/daughter’s admission to Foundation Academy, but do so voluntarily because we believe that Foundation Academy is a partnership between moms and dads and teachers in creating the best possible education for our son/daughter.

 We agree to support our son/daughter’s academic work by communicating regularly with our son/daughter’s teachers.

 We agree to attend all Parent-Teacher Conferences for which we are scheduled so that we may collect our son/daughter’s report card and meet with his/her teachers to discuss our son/daughter’s performance in school.

Student's Commitment—

 I commit to consistently work, think and behave in the best way I know how and will do whatever it takes for me and my classmates to learn and to prepare myself for college.

 I will attend Foundation Academy from the beginning of the summer session in August through June.

 I will wear my uniform to school every day and adhere to the Foundation Academy dress code.

 I will complete all of my homework and reading every night.

 I will raise my hand and ask questions in class if I do not understand something.

 I embrace and will consistently model the values of caring, respect, responsibility and honesty.

 I am responsible for my own behavior and I will follow the teacher’s directions. If I make a mistake, I will tell the truth to my teachers, accept responsibility for my actions and sincerely apologize to those who I have wronged.

 I will remain at school daily until 4:30 p.m.

 I will arrive at school every day by 7:30 a.m.

Parent’s Name: _______________

Student’s Name: _______________

Date: __/__/__

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High School Students and Academic Boredom

Today's high school kids say they are bored in class because they dislike the material and experience inadequate teacher interaction, according to a special report from Indiana University's High School Survey of Student Engagement (HSSSE). The findings show that 2 out of 3 kids are bored in class every day, while 17 percent say they are bored in every class.

More than 81,000 kids responded to the annual survey. HSSSE was administered in 110 high schools, ranging in size from 37 kids to nearly 4,000, across 26 states.

According to the director of the project, the reasons high school kids claim they are bored are as significant as the boredom itself. The finding that nearly one in three respondents (31 percent) indicate he or she is bored in class due to "no interaction with teacher" is a troubling result.

So, in a high school class, 1 out of 3 kids is sitting there and not interacting with a teacher on a daily basis and maybe never. They're not having those interactions, which we know are critical for student engagement with learning and with high schools.

Some of the key findings include:

• Fewer than 2 percent of kids say they are never bored in high school.

• Nearly 40 percent felt bored because the material "wasn't relevant to me."

• Seventy-five percent of kids surveyed say they are bored in class because the "material wasn't interesting."

The lack of adult support may play a role in student disengagement from school. While 78 percent of kids responding agree or strongly agree that at least "one adult in my school cares about me and knows me well," 22 percent have considered dropping out of school. Of those kids who have considered dropping out, approximately 1 out of 4 indicated that one reason for considering this option was that "no adults in the school cared about me."

The fact that this many kids have considered dropping out of high school makes the numbers of dropouts that we actually see across the country -- and the supposed dropout crisis that we have -- not surprising. I think schools definitely need to pay a lot more attention to what kids are thinking and the reasons why they're dropping out.

The high dropout rate may also be related to the finding that half of the respondents said they have skipped school; 34 percent said they had skipped school either "once or twice," and 16 percent said they had skipped "many times." The kids who skip school are far more likely to consider dropping out and that this finding may suggest a reason for schools to reconsider how they handle discipline for kids who skip.

Among the other findings:

• The survey found that kids aren't spending a lot of time on homework. While 80 percent of the kids surveyed indicated that doing written homework is either "somewhat important," "very important" or a "top priority," 43 percent reported spending an hour or less doing homework each week. Similarly, 73 percent of the kids said reading and studying for class is either "somewhat important," "very important" or a "top priority." But 55 percent said they spent an hour or less per week reading and studying for class.

• Kids said activities in which they learn with and from peers are the most exciting and engaging. More than 80 percent of kids responded that "discussion and debate" are "a little," "somewhat" or "very much" exciting and engaging, and more than 70 percent responded in this way about "group projects." By contrast, just 52 percent said teacher lecture is "a little," "somewhat" or "very much" exciting and engaging.

• Seventy-three percent of kids who have considered dropping out said it was because "I didn't like the school." Sixty-one percent said, "I didn't like the educators," and 60 percent said, "I didn't see the value in the work I was being asked to do."

Even though kids may not be putting in time outside of class, they expect to earn a diploma and go to college. Nearly 3 out of 4 kids responded that they go to school for that very reason. The lack of time spent studying and reading may work against such a goal.

Kids may not be doing the work to get them to that point. Or, they're not interested so much in what they're doing in their classes as they are in the goal of getting a diploma and going on to college.

The size of the sample certainly means that high schools from across the country can draw some conclusions about their own student bodies. A administrators consider restructuring programs, the HSSSE data can be especially valuable.

I think this brings critical student voices into reform efforts and into conversations about the structures and practices of individual schools.

This data here is saying, well maybe we need to look at this in a preventive way. So that kids who skip school, we need to bring them in and talk to them about why they're skipping school and are they considering dropping out. Because those kids who are skipping school most frequently are at the highest risk--it seems--of dropping out because of the amount of times they consider dropping out.

The survey indicates kids are just trying to get the diploma and leave. It's as if the focus is so much on getting that degree, ending high school, and going to college, that the focus on learning is actually lost. If they're not interacting with their learning, if they're not feeling that what they're learning is relevant, if they're not engaged in it, there's no seeds planted for that passion for learning or exploration which is what would drive them to college and the next stage. So I think a large part of this is 'what is the purpose of schooling?' Is the purpose of schooling in high school to get children out with a degree and move them on to some level of postsecondary education, or is the point of high school to involve them in some way in learning and plant a seed for discovery in education that actually carried into whatever they do next?

Interaction with educators is important. We know that those interactions are critical for learning and critical for participation in school. If only two out of three kids are having some interaction, then we know there's a large chunk of kids being left out and being left behind.

It's the reasons why kids are bored and the implications of what that means that they're bored that are very important. The big thing is that they're finding the material not interesting. Three out of four kids say they're bored because the material is not interesting. That's critical in an environment in which there's so much emphasis on student achievement and accountability. If kids are not finding the material interesting, we can say they're not likely to learn it, and they're bored with it, and achievement is not likely to go anywhere.

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