Research on the causes of truancy from mainstream education
suggest that a range of factors such as poverty, ethnicity, the quality of
relationship between students and teachers, and the nature of the classroom
environment impact on students’ attendance in schools. The majority of the
studies on truancy have been carried out with students in alternative education
in the U.S.A and Australia. In New Zealand, research has focused on the truancy
of Maori students. This study investigates the causes of truancy for Pasifika
students in alternative education in New Zealand. Using a qualitative approach,
data were collected using questionnaires and three focus group interviews. The
findings from this study suggest that a number of factors affected students’
motivation to study. The behaviour of teachers and the school environment were
found to affect approach to learning. Some students had negative views of their
own ability and lacked perseverance. Other students believed that a lack of
parental or family support impacted negatively on their attendance.Have poor
physical and mental health.- Work in low-paying jobs
- Live in poverty
- Utilize the welfare system extensively
- Have children with problem behaviors
- Be incarcerated
School factors include
- Inconsistent and ineffective school attendance policies
- Poor record keeping
- Not notifying parents/guardians of absences
- Unsafe school environment
- Poor school climate
- Poor relations with teachers
- Inadequate identification of special education needs
Family and community factors include
- Negative peer influences, such as other truant youth
- Financial, social, medical, or other programs that pressure students to stay home to help with family
- Child abuse and neglect
- Family disorganization
- Teen pregnancy or parenthood
- Lack of family support for educational and other goals
Barriers facing truant youth are significant and often
multifaceted. Data from the federal Office of Juvenile Justice and Delinquency
Prevention’s Truancy Reduction Demonstration Programs showed that of the 634
students participating
- 87 percent qualified for free or reduced-price lunch
- 36 percent lived with only one adult in the home
- 20 percent lived with no working adult in the home
- 19 percent had individual education plans
- 15 percent had school discipline problems at program intake
- 13 percent had juvenile justice involvement (Finlay 2006b)
Edited and
written by: Lady Verdezoto
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