When Supports Do Not Support

 PREVENTING TRUANCY ISN'T WORKING &

COST IS HIGHER THAN YOU THINK

HISTORY OF TRUANCY LAWS

The establishment of compulsory attendance laws in the 1800s marked a pivotal moment in educational history, reflecting society's shift towards valuing education and child welfare. These laws were designed with multifaceted objectives, aiming to keep children out of the workforce, promote widespread access to education, and foster socialization among young individuals. Over time, the enforcement of compulsory attendance laws became a cornerstone of educational systems worldwide, emphasizing the fundamental right of every child to receive an education.

Truancy has now evolved into a complex issue with far-reaching consequences. Beyond the immediate concerns of school funding, truancy has profound implications for students' academic progress and social development. It can lead to gaps in learning, hinder social interactions crucial for healthy development, and ultimately contribute to long-term challenges such as academic underachievement and disengagement from education. Thus, understanding the historical context of compulsory attendance laws provides valuable insights into the present-day challenges surrounding truancy and underscores the critical need for effective strategies to address this pervasive issue in modern education systems.

Truancy, when left unaddressed, can serve as a significant contributor to the school-to-prison pipeline, a troubling phenomenon that disproportionately affects marginalized communities. The pipeline represents a series of systemic failures within the education and justice systems that funnel students, from disadvantaged backgrounds, learning disabilities, and those with mental health issues, into the criminal justice system. Truancy plays a pivotal role in this pipeline by creating a pathway for students to become entangled in legal issues at a young age. When students repeatedly skip school without appropriate interventions, they not only miss out on crucial educational opportunities but also risk falling behind academically, leading to frustration, disengagement, and alienation from the school environment. 

These factors increase the likelihood of students engaging in delinquent behavior, as they may seek validation or connections outside of school settings. Consequently, truancy becomes a red flag signaling deeper issues that, if not addressed early and comprehensively, can perpetuate a cycle of academic failure, legal troubles, and ultimately, incarceration. Recognizing truancy's role in fueling the school-to-prison pipeline underscores the urgency of adopting holistic approaches that prioritize early intervention, mental health support, and equitable access to educational resources for all students, regardless of their backgrounds or circumstances.

SCHOOL PSYCHOLOGISTS

School psychologists, when acting as consultants, can offer valuable services to schools by creating interventions for truancy. Historically, truancy has been treated primarily as a disciplinary issue rather than a psychological one, leading to largely ineffective punitive measures. School psychologists are an underutilized asset in addressing truancy proactively and preventing it from occurring in the first place.

School psychologists are integral to addressing mental health in educational settings, are unfortunately not consistently fulfilling their roles in evaluating and identifying disabilities among students. The mandate outlined in IDEA for providing appropriate evaluations and related services is often overlooked or underutilized by school psychologists, contributing to a systemic failure in addressing mental health needs. This oversight is further compounded by the pressure school psychologists face to avoid identifying children with disabilities due to concerns about costs and resource allocation.

Truancy, which often stems from underlying psychological issues like anxiety, adjustment disorders (multiple types) or school phobia, yet continues to be treated primarily as a disciplinary problem rather than a psychological one. This underscores the critical need for school psychologists to actively engage in truancy prevention and intervention efforts, emphasizing their unique expertise in addressing psychological concerns within educational contexts.

TRUANCY TODAY NOT ONLY AFFECTS SCHOOL FUNDING

IT ALSO HAS SIGNIFICANT IMPLICATIONS

FOR STUDENTS' ACADEMIC AND SOCIAL DEVELOPMENT.

UNMASKING THE ILLUSION

The Hollow Promise of School Social Work in Truancy Interventions

SCHOOL SOCIAL WORKERS

School Social workers, often the home and school visitors who manage truancy within the system, are crucial members of the educational system and play a pivotal role in developing school attendance intervention plans for students facing truancy issues. However, there are instances where these professionals may fall short in addressing the core issues that underlie truancy, particularly concerning mental health and disabilities as outlined by the Individuals with Disabilities Education Act (IDEA). Instead of prioritizing comprehensive evaluations and support services for students with underlying conditions such as anxiety disorders or adjustment disorders, social workers may resort to punitive measures or superficial interventions in their SAIPs, School Attendance Intervention Plans, that fail to address the root causes of truancy.

One of the primary challenges lies in the pervasive power dynamics and systemic inequities within the educational and social services systems. Parents, especially those from marginalized communities or with limited resources, may find themselves at a disadvantage when advocating for their children's needs. Social workers, at times, exhibit an unjustified paternalistic approach, focusing more on compliance and punitive measures related to the manifestation of behaviors related to a student’s disability, rather than collaborating with parents to identify and address the underlying issues contributing to truancy.

Moreover, the threat of legal consequences such as fines, jail time, or even child removal adds another layer of complexity to the situation. Instead of fostering a supportive and collaborative environment, these punitive measures and constant threats can create fear and resistance, further alienating families and hindering efforts to provide appropriate support and services. 

It is essential to recognize that social workers and educational professionals must prioritize a holistic and compassionate approach that centers on the well-being and educational needs of the child. This includes conducting thorough evaluations, involving appropriately educated mental health professionals, and working collaboratively with parents to develop personalized intervention plans that address the underlying issues contributing to truancy. By shifting the focus from punitive measures to proactive and inclusive strategies, social workers can better fulfill their role as advocates for children's mental health and educational rights.

EMPOWERING PARENTS

Recognizing Anxiety as a Learning Disability Under IDEA

Parents play a pivotal role in ensuring their children receive appropriate educational support, particularly when dealing with mental health challenges that may be considered learning disabilities under IDEA. However, navigating the complexities of special education law and advocating for their child's rights can be daunting, especially when professionals like lawyers, social workers, judges, and special education directors may not fully understand or acknowledge the impact of anxiety on learning.

CROSS-TRAINING SPECIAL EDUCATION ADVOCATES

This is where cross-trained and highly educated special education advocates, such as those at the National Special Education Advocacy Institute (NSEAI), can provide invaluable guidance. These advocates possess a deep understanding of multiple system implications including both healthcare-mental health issues and special education regulations, equipping them to effectively advocate for students with anxiety-related disabilities. By working with nationally board-certified education advocates, parents may access the expertise needed to navigate the intricacies of IDEA, ensuring their child receives the appropriate support, accommodations, and services to thrive academically and socially.

Parents play a crucial role in advocating for their children's educational needs, especially when it comes to identifying and addressing mental health issues that may be impacting their learning. However, many parents may not recognize anxiety or adjustment disorders as potential disabilities as identified under the Individuals with Disabilities Education Act (IDEA). When anxiety with an adjustment disorder affects the student’s ability to access their education it should be addressed under IDEA. This lack of awareness can lead to a failure to advocate for appropriate services and support within the school system.

Without proper identification and intervention, children with anxiety-related disabilities may struggle academically and socially, further exacerbating their challenges in the educational environment. It is essential for parents to understand the link between mental health issues and learning disabilities under IDEA to effectively advocate for their children's educational rights and access to necessary services

We need you to be part of the conversation that shapes a brighter future for all students. The following lays out the article  "REDEFINING TRUANCY PREVENTION AND FAILURE" by DR. MARIE LEWIS, PHD, BCEA to be published over the next six blogs.

       COMING UP NEXT-

3.  DEFINING TRUANCY VS SCHOOL AVERSION / SCOLIONOPHOBIA

SYSTEMIC CHAOS

DIFFERENTIAL DIAGNOSIS CRITERIA FOR SCHOOL REFUSAL AND TRUANCY

DEFINING TRUANCY

TRUANCY RISK FACTORS

DEFINING SCHOOL AVERSION

SCHOOL REFUSAL RISK FACTORS

4.  TRUANCY INTERVENTIONS

A COMPREHENSIVE MODEL OF INEFFECTIVENESS

RESEARCH BASED INTERVENTIONS

INAPPROPRIATE USE OF TOOLS

ASSESSMENT TOOLS

SECONDARY INTERVENTIONS

TERTIARY PREVENTION INTERVENTIONS

MULTILEVEL INTERVENTION

5.  PREVENTION of SCHOOL REFUSAL AND TRUANCY

IMPLEMENTATION ISUES AND ORGANIZATIONAL CHANGE NEEDED

PREVENTION IMPLEMENTATION PREPARATION

NAVIGATING SPECIAL EDUCATION ADVOCACY AND TRUANCY ADVOCACY

FACING THE UNCOMFORTABLE TRUTH

BUILDING A FUTURE OF EQUITY MEANS DISMANTLING BARRIERS

6.  WHAT SHOULD A PARENT DO WHEN SCHOOL REFUSAL OR TRUANCY RAISES ITS UGLY HEAD?

 1.  BREAKING THE CYCLE OF TRUANCY

A HIDDEN EPIDEMIC

ARE TRUANCY INTERVENTIONS NEGLECT?

PREVALENCE AND IMPACT

HEADS IN THE SAND

2.  THOSE NOT DOING THEIR JOBS

HISTORY OF TRUANCY LAWS

SCHOOL PSYCHOLOGISTS

SCHOOL SOCIAL WORKERS

EMPOWERING PARENTS

CROSS-TRAINING SPECIAL EDUCATION ADVOCATES

NSEAI's online courses efficiently lead parents and professionals to an expert level of education advocacy in just 12 days of on-demand courses that you can do at your convenience.

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AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome-based vs legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.]