ABSTRACT

We have very little understanding of the psychological impact events in school can make on the emotional, intellectual and behavioural state of our pupils; or why these effects are disproportionately worse for some pupils than others. All we know is that some pupils who manifest certain traits (e.g. low self-concepts) tend to miss school rather more than others who do not. For this reason, Tables 5.1 to 5.3 provide a possible check list, neither exhaustive or all-embracing, of certain warning or tell-tale signs for which teachers and other caring professionals need to be on the look out. Any one of these comparatively minor warning signs could be masking much more serious problems or indeed, be a ‘hidden’ plea for help. Research to date indicates that persistent absentees and/or truants are more likely to be delinquent, ‘maladjusted’, have lower general levels of self-esteem and academic selfconcepts, be more anxious, and have lower career aspirations than the normal school-age population.