Exploring the intricacies of extended school non-attendance (ESNA) from the perspectives of two young people, their parent(s), and the school staff involved in their case: The need for early identification and individually tailored support.

Brown, Louise (2024) Exploring the intricacies of extended school non-attendance (ESNA) from the perspectives of two young people, their parent(s), and the school staff involved in their case: The need for early identification and individually tailored support. Doctoral thesis, University of East Anglia.

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Abstract

This thesis comprises three chapters: a literature review, an empirical chapter and a reflective chapter. Through a Reflexive Thematic Analysis, and using Ecological Systems Theory (Bronfenbrenner, 1979, 2000; Bronfenbrenner & Ceci, 1994) as a framework, it explores the experiences of young people, their parents and the school staff involved in their cases of extended school non-attendance (ESNA).

The study explores two cases of ESNA from young people attending secondary/high schools in the region. Reflexive thematic analysis (RTA) was employed to analyse the interview data from the young person, their parent and various staff that had provided support in their case. Interview data was integrated with information from other data sources including attendance data, scores from anxiety and belongingness questionnaires, and school policy documents to provide a comprehensive understanding of each case. The research identifies that ESNA is influenced by a variety of factors, such as anxiety and environmental factors, relationships within the systems, and access to support and services. The following overarching themes were found:
• Individual-level experiences, symptoms and reactions
• Interaction between the individual, family and the school environment
• The impact of wider external systems and life events
However, whilst the underpinning factors are similar in each case, the participants experienced these elements uniquely.

Based on the findings of this research, the ICE framework was developed which emphasises three key components when addressing ESNA: Identification and early intervention (I), Collaboration and communication of stakeholders and services (C), and Empathetic response with individually tailored support (E). This framework aims to provide a structured approach to addressing ESNA, highlighting the importance of early detection, coordinated efforts among stakeholders and personalised support strategies to effectively reduce barriers to ESNA.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	22 Oct 2024 08:03
Last Modified:	22 Oct 2024 08:03
URI:	https://ueaeprints.uea.ac.uk/id/eprint/97080
DOI:

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