The research article "School distress and the school attendance crisis: a story dominated by neurodivergence and unmet need" by Connolly, Constable, and Mullally (2023) provides crucial insights into the school attendance crisis, emphasizing the significant emotional distress experienced by children and young people (CYP) in the United Kingdom. This blog aims to help practitioners enhance their skills by implementing the research outcomes or encouraging further research.
Understanding School Distress
According to the study, 94.3% of school attendance problems are underpinned by significant emotional distress. The term "School Distress" (SD) is proposed to describe this phenomenon, which is characterized by extreme emotional distress associated with school attendance. Notably, 92.1% of CYP currently experiencing SD were described as neurodivergent (ND), with 83.4% identified as autistic. This highlights the need for practitioners to recognize and address the complex neurodivergent profiles of these children.
Key Findings
- Neurodivergence: The Odds Ratio of autistic CYP experiencing SD was 46.61, indicating a significantly higher risk. Practitioners should be aware of the high prevalence of autism, ADHD, and sensory processing difficulties among these children.
- Emotional Distress: Clinically significant anxiety was reported in 92.5% of cases. Elevated demand avoidance was also pervasive, suggesting that interventions should focus on reducing anxiety and demand avoidance behaviors.
- Lack of Support: Despite the high levels of distress, parents reported a dearth of meaningful support for their CYP at school. Practitioners must advocate for better support systems and individualized educational plans (IEPs) for these children.
Implications for Practitioners
To improve outcomes for children experiencing School Distress, practitioners should consider the following strategies:
- Early Identification: Recognize early signs of emotional distress and neurodivergence. Early intervention can prevent the escalation of SD.
- Individualized Support: Develop tailored interventions that address the unique needs of each child. This includes sensory accommodations and anxiety management techniques.
- Collaborative Approach: Work closely with parents, teachers, and other professionals to create a supportive environment for the child. This may involve regular meetings and adjustments to the child’s IEP.
- Further Research: Encourage ongoing research to better understand the drivers of School Distress and develop evidence-based interventions. Practitioners should stay informed about the latest research and incorporate new findings into their practice.
Conclusion
The findings from this study underscore the urgent need for improved support and understanding for neurodivergent children experiencing School Distress. By implementing data-driven strategies and advocating for better resources, practitioners can help create more inclusive and supportive educational environments.
To read the original research paper, please follow this link: School distress and the school attendance crisis: a story dominated by neurodivergence and unmet need.
