Schools and Court Systems Tackling the Problem with Truancy - Article Example

?Running Head: COURT SYSTEMS AND TRUANCY Schools and court systems need to work together to tackle the problem with truancy and increase graduation rate [Name] [Course] [Professor’s name] [Date] Truancy Every year, there are hundred and thousand of seats remain empty in the schools because of truancy. This is one of the major problems with any nation as the continuously increasing rate of truancy cost schools thousands of dollars, wasting the public resources and also destroying the potential of a country’s most valuable asset, the youth. Truancy not only increases the rates of school dropouts but also increases the rate of juvenile crime across countries. In order to prevent truancy one needs to find out the main reason behind truancy. Trujillo (2006) observes there are four primary causes behind truancy - student demographics, family characteristics, personal and psychological factors of the student, and climate and condition of family, school and society (Trujillo, 2006, p.74). Truancy and Dropouts School absenteeism and truancy is not always the same. There are various kinds of absenteeism and not all are grouped under the term truancy. Absence of a student from specific classes or in course of specific lessons or absence under parental consent would not fall under truancy. But, absence without any proper reason can be considered under truancy. If absence without good reason continues then there is a chance that students might incur poor academic results. Sometime bad relations with teachers or friends, involvement in unconstructive activities cause truancy. Once a young student starts believing that they are lagging behind his or her batch mates then the tendency of dropping out also increases rapidly as the latter option is more convenient than competing with others (Reid, 2005, p.59). Truancy and Juvenile Crime Truancy not only affects the young generation of the country but also hampers the growth of the population as well as development of the future generation. The direct and indirect effects of truancy always have an impact on individual, families, school and society in both short as well as long term. Zhang et.al (2007) observes that truancy destroys potential in youths. As a result they are headed for social isolation, criminal activities and education failure. Tendency of chronic absence in the early school days was associated with poor results in examination, isolation from friends’ groups which ultimately caused dropouts in near future. In their review, they also pointed out that, truancy accounted for almost 26% of juvenile crime cases. According to their point of view, truancy can be considered as a first sign of trouble and most powerful reason for the delinquent behavior. Students who miss occasional classes were more inclined to get addicted to marijuana than those who never skip. They also mentioned that students who admitted being involved in truancy were, likely to be reported having committed serious crimes, and arrested owing to their involvement in serious assault. Generally when youths were absent from school, the rate of crime increased during the school going years only. Some truants were reported hanging out during school time, cruising in cars, and getting into trouble while skipping school (Zhang et.al, 2007, pp. 246-250). How Truancy Affect Dropout Dropouts from the school is directly associated with truancy. In the beginning of their school days, if students remain absent from school without any proper reason then they eventually consider this as a habit. White and Kelly observe the rates of dropout in USA were 11% among the age group of 18-24 in the year 2008. They also pointed out the fact that rate of drop out was higher among the low income group which was 10.4% compared to that of the high income group (2.5%) in the same year. Truancy and absenteeism was the main reason behind this increased rate of drop out. Once it becomes a habit, students chose to drop out rather than catching up. In 2007 almost 9 percent students from the age group of 16-24 years dropped out before getting any diploma degree. This rate was continuously increasing along with the increased rate of truancy (White and Kelly, 2010, pp.228-229). Interventions and Counseling for Truancy Students Bell, Rosen & Dynlacht (1994) observe there were ways by which the instances of truancy could be reduced. The first intervention step was assessing the causes of truancy and the requirement of individual intervention program. Secondly, the truant student's families have to figure out that whether truancy was due to familial dysfunction or conflict, or due to other reasons. If the reason is family environment then parents should to ensure that family conflict should not hamper the education of their children. Third, intervention of the parents and teachers as well as changes in the school system could be considered to address the problem of truant students. It is more appropriate to strengthen the process of intervention by involving a multidimensional approach including the individual, the school, and the family (Bell, Rosen, and Dynlacht, 1994, pp.207-211). Strict regulations and policies on behalf of schools have evidently helped in improving attendance. At times their cases were supported by community. In such cases parents and students had to provide extensive compensation for unexcused absences. In some cases though counseling seemed to work earlier, positive reinforcement through rewards have also helped to large extent. It is also important for schools to methodically track students’ activities and follow up with their parents to reduce their rates of absenteeism (Williams 2001). Hence counseling combined with effective laws and regulations can help prevent truancy and address this problem. A joint effort is needed between the schools and the state where the later can enforce certain laws for such dropouts and their parents who should therefore walk the extra mile to prevent truancy in their children. Court –Based and Court Diversion Programs Involvement of police system and court also found to be important in prevention of the truancy. Vance, Block and Heuston (2008) observe that along with the intervention from school authority and proper guidance from the parents, police and court intervention also played an important role in truancy prevention. Different programs such as parental involvement, incentives for regular attendance, school based truancy reduction program, involvement of community resources could act appropriately and effectively to reduce truancy. Truancy prevention program is based on different strategies such as court alternatives, law, enforcement participation, increased the involvement of parents, truancy awareness campaign etc. Court-based programs influenced the power of the court in order to manage and direct the delivery of services that were identified for the truant youth, and also for the family. These programs could differ in how long they ran the number of times both the youth and their family appears before the judge, the role of a social worker or case manager. This also includes the representatives, and the types of services overseen by the court while passing on the judgment. In their report they also cited the example of “Truancy Court Diversion Project”. In this process, the family courts were used as an option to provide different solution and service to the families who were bothered with the problem of their child’s truancy. The Family Court judge conducts “Truancy Court” weekly in the school building. There was also regular communication among the court, child, parents, school officials, and services providers. The court process in the school also gave better opportunity for communication, improved assessment process and understanding of issues by all involved parties, and increased coordination and integration of services. This process was designed to target students who have shown a tendency of excessive absence and tardiness. The main aim of this program was to increase attendance, improve academic achievement, build character, and curb delinquent behavior. Intervention through the school: students with 3-5 days unexpected absence could be referred to the concerned authority by the school, for assessing the problem along with guiding them as well as their family to the potential or probable solutions. Intervention through the county attorney’s office: students, who were identified as the first time truant, were given an educational presentation about the negatives of truant. If this incident continue to happen, then a meeting was scheduled to develop a contract for improve attendance in the presence of student, school staff and student’s family. If still the protocol was not followed, then an expedited court hearing was scheduled. This process of involving court system in the prevention of truancy made it more effective. This process encouraged collaborate efforts among the community members by bringing law enforcement officers, school authority, social service personnel, parents, and members of the court system into a closer working relationship to avoid or intervene in cases (Vance, Block, and Heuston, 2008, pp.28-32). Conclusion The issue of truancy has drawn the focus from communities across the world. These communities were sensible to be concerned. Students who miss school frequently are often unable to develop interpersonal relationships. Frequent absence affects their school performance and can also lead to delinquent behavior. Many persistent truants are also likely to drop out of school. Truancy is not only the problem of the parents whose child are involve in this but truancy is as a problem of the nation, of the society as the youth are the backbone and future of any nation. References . Bell, A. J.; Rosen, L.A.; Dynlacht, D (1994) Truancy intervention. Journal of Research & Development in Education, 27(3), pp.203-211. Reid K, (2005), The causes, views and trials of school absenteeism and truancy: An analytical review; Research in education; 74(74), pp. 59-82. Trujillo, A, L.(2006), School Truancy: A Case Study of A Successful Truancy Reduction Model In the Public Schools, UC Davis Journal of Juvenile Law and Policy, 10(1), pp. 69-95 Vance, E.D.; Block J.; Heuston G., (2008); Effective Truancy Intervention; FBI Law Enforcement Bulletin; 77(9); pp. 28-32 White, S.W.; Kelly, F. D.; (2010), The School Counselor's Role in School Dropout Prevention, Journal of Counseling and Development; 88(2), pp. 227-235. Williams, L. (2001) Students Absenteeism and Truancy, Litreviews, 1(1), retrieved on October 29, 2013 from: http://teach.valdosta.edu/are/Litreviews/vol1no1/williams_litr.pdf Zhang, D, Katsiyannis, A. Barrett, D.E.; Wilson, V. (2007); Truancy Offenders in the Juvenile Justice System: Examinations of First and Second Referrals; Remedial Special Edition; 28(4), pp. 244-256. Read More