Absenteeism - Module 4

1.5. HOW TO MAINTAIN A GOOD RELATIONSHIP WITH THE FAMILY

Where a young person avoids of refuses to attend school, the scene at home may be one of unhappiness for all concerned. Parents/carers are frequently despairing and they may feel guilty or blame themselves for their young person’s anxiety and reluctance to attend school.

• Positive and constructive involvement form within the family is a key factor in overcoming absenteeism situations.
• Early contact with the family to discuss the ASD student reluctance to attend and any contributory factors as perceived by the family.
• Develop knowledge of support and resources that family members could use to help resolve issues relevant of ASD children anxiety.
• Being prepared to meet with the family on neutral territory or at home where there are family issues with school.
• A key person should be identified within school that the family can contact. It is important that this person is someone who knows the young person and is able to respond to phone calls relatively quickly. 
• Regular telephone contact with the school for monitoring purposes, to provide updates, and to exchange positive information about the young person. 
• Communicating specific needs and concerns of the young person, e.g.: placement in certain classes, seating arrangements, anxieties about specific lessons or teachers. 
• Persisting with agreed targets, despite any setbacks rather than continually seeking 'new solutions'. 
• Being prepared for difficulties or recurrence of the problem following natural breaks, e.g.: holidays and genuine illnesses. 
• Focus on positive aspects of school life and encourage all small steps towards positive progress. 
• Encourage parent/carers to ask what has gone well rather than what has gone badly in school each day. 
• Parent/carers should be encouraged to allow school to deal with issues arising in school. 
• Parent/carers and staff need to remember that some young people can have specific fears about the school environment that do not occur in other areas of their lives. 
• Encourage parent/carers to make use of other support they may have in the community - e.g.: other family members, friends, neighbours, etc. 
• Reintegration programmes should be flexible, creative and individualised to suit each particular young person. 
• Reintegration should be at an appropriate pace; it is important not to expect too much too soon. 
• Everyone working with the young person must offer a consistent and united approach