Halligan Cathleen, Cryer Sarah
London Borough of Camden, GB.
Contin Educ. 2022 May 18;3(1):13-24. doi: 10.5334/cie.38. eCollection 2022.
"Emotionally based school avoidance" (EBSA) is a term used to describe young people who have difficulty attending school due to emotional needs. In comparison to previously favoured terms such as "school refuser", EBSA highlights the impact of unmet emotional needs over school non-attendance, which then informs the intervention offered for students struggling to attend school. This paper presents an exploratory single-case study undertaken at a specialist GCSE setting (School X) for students experiencing EBSA. The work was commissioned by the programme following three consecutive years in which all students completing their GCSEs (national curriculum) showed improvement in attendance and 85% achieved above their predicted grade. In addition, 95% of students were still in post-16 study after leaving the school. The study, therefore, aimed to explore students' views of protective factors in a setting where they have previously made progress in terms of attendance and achievement. Qualitative data were gathered using semi-structured questions with students in a group setting, delivered online using an anonymised computer software system. Quantitative data were gathered with students in a one-to-one situation using an adaption of the Q-sort technique, a self-contained "qualiquantilogical" methodology that aims to explore human subjectivity. Findings were collectively analysed using thematic analysis, which produced two over-arching themes: interconnectivity and psychological safety. Findings from this study are considered alongside research about interventions suggested to be effective for supporting students experiencing EBSA to re-engage with school and education.
“基于情感的学校回避”（EBSA）是一个用于描述因情感需求而难以上学的年轻人的术语。与之前常用的术语如“拒学症患者”相比，EBSA强调了未得到满足的情感需求对缺课的影响，这进而为帮助难以上学的学生提供干预措施提供了依据。本文介绍了一项在一所专门的普通中等教育证书（GCSE）学校（X学校）针对经历EBSA的学生进行的探索性单案例研究。这项工作是由该项目委托开展的，此前连续三年，所有完成GCSE（国家课程）的学生的出勤率都有所提高，85%的学生成绩超过了预期成绩。此外，95%的学生在离开学校后仍在接受16岁以上的教育。因此，该研究旨在探索在一个学生在出勤率和成绩方面此前已取得进步的环境中，学生对保护因素的看法。定性数据是通过在小组环境中与学生进行半结构化提问收集的，使用匿名计算机软件系统在线进行。定量数据是通过对Q分类技术进行改编，在一对一的情况下与学生收集的，Q分类技术是一种自成体系的“定性-定量-逻辑”方法，旨在探索人类的主观性。研究结果通过主题分析进行综合分析，得出了两个总体主题：相互联系和心理安全。本研究的结果与关于被认为对支持经历EBSA的学生重新参与学校教育有效的干预措施的研究一起进行了考量。
