By Ken Reid
At this time approximately 1000000 students truant from their colleges every day and this publication examines why they do it. the various purposes for truanting mentioned are: * disadvantageous domestic backgrounds * issues of settling in socially in school * negative functionality in class * experiencing bullying in class * no longer dealing with the transition from fundamental to secondary education. This e-book specializes in the social, mental and academic explanations of truancy. It examines fresh learn and provides many examples of excellent perform whereas additionally detailing the newest options for tackling this challenge. The textual content is for lecturers, heads of yr and division heads, senior tuition managers, schooling welfare officials, social employees, academic psychologists, mom and dad and all people with an curiosity in academic coverage and perform.
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Example text
Michael, aged 14, says: Teachers should be more friendly. They shout at you about missing lessons and that makes you dislike them more’. He, for one, is not worried about leaving school without qualifications. He intends to be a cab driver like several of his relations. Truancy There are several types of truancy. Whereas the general public tends to think of truancy as only having one cause—a desire to bunk off school—in reality there 28 Types of truancy are several different kinds. And even more different causes as we will discover in Chapters 4, 5 and 6.
The impact of teachers’ attitudes, allied to the school’s ethos, may be the two most important two variables which explain the differences between high and low truancy schools. These, of course, are closely linked to school leadership and managerial policies and strategies. Take, for example, two neighbouring comprehensives, located in a reasonably-sized town. The town is well known for its rugby team, for its local traditions and ‘sport’, and for being at the cutting edge of new technological development following the decline of its traditional industry.
Second, and despite all the social and educational improvements which have been made in schools since 1870, and despite the introduction of compulsory education in 1918, the national variations in attendance rates in the twentieth century are slight. For example, present reported average rates of attendance in some parts of London of 80 per cent for secondary school children are no higher than they were in 1918. Similar findings have been reported from Scotland and urban and rural areas of England.
