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Cited by 3Youth Substance Use and School AttendanceYouth Education and Societal DynamicsDiverse Education Studies and Reforms

Compassion, collaboration and cultural-responsiveness: insights on promoting successful pathways through education for students who face school attendance barriers

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O’Toole, Catriona, Ćirić, Tara·2024·Frontiers in Education
DOI 10.3389/feduc.2024.1456388
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Abstract

Introduction: With concerns about school attendance problems (SAPs) increasing across the globe, this study sought to explore the varied experiences of young people, parents and practitioners, to uncover barriers to attendance and explore the responses and interventions that support successful pathways for students with school attendance challenges. The study, conducted in Limerick, Ireland, was concerned with participants’ lived experiences, including their experiences of themselves, of their interactions and relationships, and of the complex patterns that co-arise between themselves and the larger systemic context. It was informed by a trauma-informed conceptual framework, known as EMBRACE. Methods: Four cohorts of participants were purposively sampled: (1) educators (n = 15; school leaders, teachers, alternative education staff), (2) allied professionals (n = 12; psychologists, social workers, community workers etc.), (3) parents (n = 2, both mothers), and (4) young people (n = 11, aged 14–18 years). Online focus groups were conducted with the professional groups. In-person interviews were carried out with parents. The young people participated in either individual interviews or focus group interviews and arts-based methods (self-portraiture and body mapping) were used to facilitate thoughtful, embodied communication in a safe and supportive space. Data was analysed using reflective thematic analysis, with professionals’ data analysed separately to that of parents and young people. Results: The findings indicated that successful resolution of SAPs depends on the creation of an inclusive, responsive, and flexible mainstream education system, that can meet the needs of diverse learners within a fully resourced continuum of support model. In addition, alternative education pathways (including home tuition and online provision) were considered vital. This study reaffirms the importance of creating space for interagency collaboration and for forging strong relationships characterised by compassion, trust and mutuality, at all levels - between children and young people, parents/carers, colleagues, educators and professionals in other organisations. A special focus is required to help address inordinate structural barriers faced by disenfranchised groups (including the Traveller community in the Irish context). Discussion: By ensuring that students are listened to, believed, and empowered to actively participate in shaping their educational experiences, it is possible to create successful educational pathways for all students, regardless of their background or circumstances.

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  • O'Toole and Ćirić and Walther-Hansen et al. emphasized the importance of flexible, situated adaptations made inside the classroom to facilitate reengagement and hope for youth who face attendance barriers.

    “The studies of O'Toole and Ćirić (2024, Ireland) and Walther-Hansen etal., (2024, Denmark) employed an artsbased approach in analyzing interviews with youth enrolled in specialized/alternative school offers, thus emphasizing the importance of flexible, situated adaptations made inside the classroom to facilitate reengagement and hope for youth who face attendance barriers.”

    From “So That You Can Feel Well”: Perspectives of Students with Social, Emotional and Behavioral Difficulties on Factors that Support School Attendance (2025) · cites this paper as O'Toole and Ćirić, 2024

    The Procedure section describes arts-based methods used alongside interviews and focus groups with young people, and the Discussion calls for flexible accommodations that support re-engagement. Section 3.2.4 reports renewed hope among young people in alternative education. But the study also included four young people attending mainstream school, and its recommended adaptations extend beyond changes made inside the classroom. (LLM, conf=0.87)

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Research works printed but not linked: 4

  1. 2929 · DOI
  2. Morgan, F., and Costello, E. (2023). Square Pegs: Inclusivity, compassion and fitting in-a guide for schools. Independent Thinking Press.
  3. O'Toole, C. (2023). Introducing a trauma-informed framework for education, presented as part of the symposium, 'advancing trauma-informed practice in Ireland: critical perspectives on design, standards, and implementation' . Psychological Society of Ireland Annual Conference, November 8-10th, Cork.
  4. Rogers, M., and Aglukark, K. (2024). Supporting school attendance among indigenous children and youth in Canada: a review. First Peoples Child Family Rev. 19, 32-46. Available at: https://fpcfr.com/index.php/FPCFR/article/view/621

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Authors
O’Toole, C., & Ćirić, T.
Affiliations
National University of Ireland, Maynooth (IE)
Corresponding author
  • O’Toole, Catriona
  • Ćirić, Tara
ORCID
O’Toole, Catriona
Venue
Frontiers in Education
Publisher
Frontiers Media SA
Published
2024-12-20
Volume
9
ISSN
2504-284X (ISSN-L)
DOI
10.3389/feduc.2024.1456388
OpenAlex
W4405644753
Cited by
3
References
43
Citations by year
2026: 1 · 2025: 2
FWCI
3.76
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Education › Youth Substance Use and School Attendance
  • Social Sciences › Sociology and Political Science › Youth Education and Societal Dynamics
  • Social Sciences › Education › Diverse Education Studies and Reforms
Keywords
school attendance problems, inter-agency cooperation, cultural responsiveness, compassion, trauma-informed practice, alternative education, online learning, continuum of care, self-portraiture, body mapping, student voice, parental experiences, educator experiences, Traveller community, structural barriers, Limerick

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