A discursive analysis of post-16 females' stories of educational reintegration and non attendance experiences

Emotionally-based school avoidance (EBSA) is associated with significant negative social, academic, and health outcomes for young people and their families. Female adolescents from marginalised backgrounds, including those with diagnosed mental health conditions, are more likely to experience EBSA and school absences. Rates of persistent non attendance are continuing to rise, highlighting the need to understand how to effectively support adolescents to remain and reengage in education.
This study presents the experiences of four female post-16 students who have experienced persistent non-attendance in secondary school. They have since returned to education and now attend college on a full-time basis. The study used discursive psychology to analyse participants’ discourses to gain an understanding of their attendance experiences. Data was gathered through an initial narrative interview. Participants structured their retrospective narratives by using life charts (Moyse, 2021) and engaged in a second interview in which they were requested to bring a non-verbal representation of their educational experiences.
Participant narratives are structured and framed in relation to two theoretical frameworks that have been applied to promote attendance: the systems view of school climate (SVSC) (Rudasill et al., 2018) and the persistent educational absence and reengagement with learning and school (PEARLS) model (Baron Williams, 2021). Consideration was also given to how participants used discourse to position themselves and construct their emotions, the impact of COVID and chosen personal connection items (non-verbal representations) were also considered. The study highlights the use of a multi-tiered systems approach to promote attendance within educational settings and outlines the role of the educational psychologist (EP) within these processes.
The findings emphasise the importance of relationships and emotional validation within educational environments. Participants mainly cited environmental strategies as effective in supporting them with their non-attendance. The study concludes by discussing the implications of the research for educational psychology practice, local authorities, and educational settings.