The children have struggled with school absences for several years – news Sørlandet – Local news, TV and radio

The case in summary: • Absence from school is a growing problem in Norway, but it is difficult to get an overview of national figures as the municipalities register this in different ways.• The project “Skoleporten” is a uniquely tailored offer for pupils and families who are affected by worrisome school absence, and has shown good results.• A typical day at “Skoleporten” may involve a social worker picking up the student at home, and then a trip to a cafe, board games or other activities may be on the timetable.• The Minister of Education confirms that there is no record of this type of absence , and has asked the Directorate of Education to initiate measures to deal with this.• A notification to the Storting about worrying absenteeism in 5-10 stages are to be presented in the autumn.• Tinnjønn school, which runs “Skoleporten”, will cover the cost of the project itself, but there is a call for government investment in the work on worrisome school absenteeism. The summary is made by an AI service from OpenAi. The content is quality assured by news’s ​​journalists before publication. – After our son started here, he has never had such a large turnout since first grade. Now he is in eighth grade, says Barkås. Julie Barkås and Kristine Flores-Hagen have children aged 14 and 15. Both children have struggled with school absences for several years. Now they are on their way back to the classroom. Much thanks to a project called “Skoleporten” which can show startling results. “Skoleporten” is a uniquely tailored offer for students and their families who are affected by worrisome school absences. This spring, nine pupils are getting help through the project, where all show great progress. As the project is now, the capacity is eight to ten students annually. – But as we get better at getting the pupils into a normal school routine at school, the capacity will increase. Then we have room for 30-50 pupils, says headmaster Jarle Langeland. – The whole family has had a completely different life, after our son got a place here, says Barkås. – It is an alternative school offer, which means that I experience being welcomed in a different way than the traditional school, says Flores-Hagen . Absence increases Worrying absence from school, involuntary absence from school or school refusal. Whatever we call it, the trend is rising. news has checked the largest cities in Norway, and all confirm the problem. National figures are nevertheless difficult to collect, as the country’s municipalities register this in different ways. These are the figures for the largest cities: We have asked some of the country’s largest cities about the development of school absenteeism. Some have an overview of the various types of absence, others only the total number. Oslo: Oslo municipality does not have a specific record of worrying absenteeism. The proportion of pupils in primary school in Oslo School who have more than 10 per cent absence in the school year 2023/2024 was 11.8 per cent. This number cannot be directly linked to worrying absenteeism. The schools themselves have an overview of reasons for absence and worrying absences. Bergen: In the 2022/23 school year, there were 1,078 pupils who had worrying absences for more than 10 school days in the first half of the school year. Of these, there were 632 pupils at primary school and 446 pupils at secondary school. In Bergen, there were just over 21,100 pupils in grades 1-10. stage in the municipal schools that school year. This gives a worrying absence of 5.1 per cent. Trondheim: The municipality states that pupils with high absenteeism (over 20 per cent) are increasing significantly. In the years 2017/18 and 2019/19, the numbers were 265 and 262 pupils. Last year the number was 509 pupils, while for the current school year the number is 527 pupils. Trondheim has just over 21,600 pupils in grades 1-10. stage at the municipal schools. This means that just over 2.4 per cent have a worrying absence. Stavanger: Stavanger municipality has per today there is no overview or figures at municipal level of worrying school absences for 1.-10. steps. Tromsø: Figures from the schools show that 390 pupils in Tromsø municipality have a worrying absence from school. 200 of these pupils attend secondary school. In total, there are just over 8,000 pupils in grades 1-10. stage in the municipal schools in Tromsø. This means that just under 5 per cent have worrying absenteeism. Kristiansand: For the current school year, Kristiansand has reported 494 pupils with worrying absences. This is an increase of approximately 25 per cent, from 393 last year. There are just under 13,500 pupils in grades 1-10. stage at the municipal schools in the municipality. Just under 3.7 percent then have a worrying absence. – We know that there are municipalities in Eastern Norway where one in five children is worryingly absent from school. And in Oslo we have figures that it is increasing, says Jørgensen Wulff. He is an adviser at Statped, and knows the project in Sørlandet well. – “The school gate” is quite unique. I don’t know of any similar scheme. Christian Jørgensen Wulffadviser Statped In the last school year, the “School Gate” project has been tested at Tinnjønn secondary school in Kristiansand. The experiences are good. Tinntjønn school has been successful with its investment project in the fight against worrying absenteeism. Photo: Kjetil Samuelsen / news – Especially the experiences on how to meet parents. There we have a huge challenge in the professional environment, says Jørgensen Wulff. Professional communities usually come up with measures quickly. But the measures are not always successful. – Very often it is the case that parents know better. The final sum will be much better than if I, as an adviser, were to make a firm statement. It often goes wrong, says Jørgensen Wulff. “Skoleporten” is an interdisciplinary collaborative project between school, municipality, ABUP, PPT and Statped. In addition, there are reference groups consisting of parents with experience of the problem. Photo: Kjetil Samuelsen / news Use of terms around school absenteeism There are several terms that have been used about the increasing school absenteeism. Professionals have talked about school refusal, but that term has been criticized for implying that it is the student who is “wrong with”. Parents and guardians can use involuntary school absence to express that it is the school or the system’s responsibility that the student is absent. Some believe that the students choose to be away from school, and that it should therefore be better to talk about voluntary absence from school. At Tinntjønn school, they call it worrying absenteeism. This is because they believe the withdrawal entails concern for the child’s academic development and social belonging. Adapted plan A typical day at the “School Gate” might be that social worker Margrethe Andreassen Knutsen picks up the student at home. Then a trip to a cafe, board games or other activities can be on the schedule. The students at the “School Gate” project have themselves built games stations, which they can use when they are at school. Photo: Kjetil Samuelsen / news Mødrene describes the project as “dynamics between school and pupil”. The guardian’s knowledge is combined with the professional community’s advice. – The individual adaptation is completely unique. That my child is listened to instead of being adapted to the traditional school system, says Flores-Hagen. This is how Tinntjønn describes “Skoleporten”: At Skoleporten, we meet the student where he is. We take the time to get to know the student, build up the relationship and tailor a plan for each individual student. Our students have individual goals, but common to all is that they should experience mastery, security and inclusion. It must be a place where we take care of students, develop good methods/models and expertise to be able to accommodate the growing worrying absence from school that we see. We have a professional environment that together creates a professional framework: Educator and environmental supervisors (welfare nurses) at the school Statped in guidance Family therapist/supervisor ABUP with treating psychologist PPT in guidance and expert assessment Research environment via the University of Agder (under establishment) In addition, we have established a parent panel consisting of parents who have extensive experience in dealing with the public sector with their own children who are struggling at school. Furthermore, we have plans for a student panel, a subject panel and a school panel. We will constantly assess what we perceive to be the right approach and measures, but mainly follow a strategy which involves: Welcoming and listening to the child and guardian – establishing a safe relationship. Together with the student, find a strategy for participation – build a participant relationship. Establish a routine for participation, then a professional approach – build an effort relationship. Building group participation and peer relationships. Increase group participation in smaller classes and more peer relationships with different closeness. Ordinary participation in school races. (Source: Tinntjønn school’s website) Will the Storting notice come in the autumn The Minister of Education confirms the lack of an overview of this type of absence. – Today, we do not have a good enough overview of involuntary school absences. We have to do something about that, says Kari Nessa Nordtun. The Minister has asked the Directorate of Education to initiate measures to deal with this. In addition, worrying absenteeism will be the subject of a report to the Storting on 5.-10. steps. It will be presented in the autumn. Nessa Nordtun sees a similar development in several European countries. – It is important that we draw on international experiences that we can apply to Norwegian conditions in order to reverse this development. Kari Nessa Nordtunnskapsminister, Ap But she may not need to look further than Søgne. Rector at Tinnjønn Jarle Langeland calls the investment project in the south ” a way back to the community”. – I am a bit alarmed by the development. I think this is incredibly important, he says. Will share experience and knowledge Before the official launch, the headmaster has already received requests to visit other schools, to talk about the project. Parents have spoken to him about moving to the school district if their children do not get a place in the project. The school has already helped students who actually belong in Northern Norway and Eastern Norway. At Tinntjønn, they will share experiences and knowledge with the rest of the country, through school absence teams and school networks. – We must gather experience and we must gather numbers. So it is important for us to meet other schools, says Langeland. Calling for government support For the time being, Tinntjønn School is taking on the cost of the project itself. The Statped adviser is calling for a government investment in the work on worrying school absenteeism. – In this project, you can meet children and young people in a way that actually makes them feel safe. Also on being in a Norwegian school, says Jørgensen Wulff. The mothers are happy that the children are on their way back to the classroom. But some challenges remain. – Although we may find that it can also be difficult to get here, at least it is school attendance. I don’t need a clearer answer than that, says Flores-Hagen. Principal Jarle Langeland in conversation with mother Kristine Flores-Hagen. Photo: Kjetil Samuelsen / news Published 21.06.2024, at 20.48



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