Martin Robin, Benoit Jean Pierre, Moro Marie Rose, Benoit Laelia
Maison des Adolescents de Saint-Denis, Saint-Denis Hospital, Saint Denis, France.
Maison des Adolescents-Maison de Solenn, Hôpital Cochin, APHP, Paris, France.
Front Psychiatry. 2020 Mar 20;11:202. doi: 10.3389/fpsyt.2020.00202. eCollection 2020.
School refusal is a form of school attendance problem (SAP) distinct from truancy, school withdrawal, and school exclusion; it requires specific mental health care. Schools' identification and referral to care of school refusers depends on school personnel's interpretation of the reasons for absences. Because cultural factors can induce misunderstanding of the young people's behavior and of their parents' attitudes toward school attendance, school personnel can have difficulty understanding these reasons for children with transcultural backgrounds (migrants or children of migrants). The aim of this study was to explore the experiences and opinions of school personnel, mainly teachers, related to school refusal among these students.
Grounded theory methodology was used to conduct 52 qualitative interviews of school personnel in two regions of France. Their daily practices with students presenting with school refusal were addressed in general (i.e., in response to absence of all youth) and in transcultural contexts (i.e., absence of migrant children or children of migrants). This study analyzed the interviews of the 30 participants who reported working with students from transcultural backgrounds.
Many school personnel reported experiencing difficulties, ambivalence, and destabilizing feelings in situations involving immigrant families whose school culture differed from their own. Talking about culture appeared to be taboo for most participants. These situations challenged the participants' usual strategies and forced them to devise new ones to deal with these young people and their families. Although some personnel were at risk of developing exclusionary attitudes, others dealt with school refusal with both commitment and creativity.
The tensions experienced by these participants reveal contradictions between the French universalist ideology and the reality of daily life in schools becoming increasingly multicultural. School personnel's attitudes toward children with transcultural backgrounds presenting with school refusal can affect children's access to care and shape social inequalities. Further research should develop, implement, and assess interventions including transcultural training of school personnel, improved use of interpreters at school for migrant families, and the addition of a transcultural dimension to SAP assessment scales, especially for school refusal.
拒学是一种与逃学、退学和被学校开除不同的上学问题形式；它需要特定的心理健康护理。学校对拒学者的识别和转介接受护理取决于学校工作人员对缺勤原因的解读。由于文化因素可能导致对年轻人行为及其父母对上学态度的误解，学校工作人员可能难以理解这些具有跨文化背景（移民或移民子女）儿童的这些原因。本研究的目的是探讨学校工作人员，主要是教师，对这些学生拒学的经历和看法。
采用扎根理论方法对法国两个地区的52名学校工作人员进行了定性访谈。他们针对出现拒学情况的学生的日常做法在一般情况下（即针对所有青少年的缺勤）以及跨文化背景下（即移民儿童或移民子女的缺勤）进行了探讨。本研究分析了30名报告与有跨文化背景学生合作的参与者的访谈。
许多学校工作人员报告说，在涉及学校文化与自身不同的移民家庭的情况下，他们经历了困难、矛盾心理和不稳定情绪。对大多数参与者来说，谈论文化似乎是一个禁忌。这些情况挑战了参与者通常的策略，并迫使他们制定新的策略来应对这些年轻人及其家庭。虽然一些工作人员有形成排斥态度的风险，但另一些人则以承诺和创造力应对拒学问题。
这些参与者所经历的紧张关系揭示了法国普遍主义意识形态与学校日益多元文化的日常生活现实之间的矛盾。学校工作人员对有跨文化背景且出现拒学情况的儿童的态度会影响儿童获得护理的机会，并形成社会不平等。进一步的研究应开发、实施和评估干预措施，包括对学校工作人员进行跨文化培训、改善学校为移民家庭使用口译员的情况，以及在上学问题评估量表中增加跨文化维度，特别是针对拒学问题。
