School Commitment, Academic Success and Social Adjustment in Remedial Education by Joye Hurling & Pinar Gurkas

Abstract

The purpose of this study was to investigate the impacts of school bonding on academic success and student’s social and emotional adjustment in a remedial educational context for children who were living in poverty. Children’s perceptions of their peer relations and their anxiety regarding schoolwork were significant predictors of children’s math performance. After accounting for race and socioeconomic status, school bonding predicted the social emotional adjustment of children receiving remedial education. Socioeconomic status was the only significant predictor of children’s language literature performance. School bonding is a robust predictor of social-emotional development and academic achievement within a remedial educational context for children who live in poverty.

 

A Multi-Staged Conceptualization of Engagement of Students with a History of School Refusal by Shannon O’Gorman, St. James College, Brisbane, Australia

Abstract

School Refusal (SR) will be a familiar presentation for school based practitioners working to support student wellbeing.  This article articulates a theoretically informed approach to the reintegration of the student who has previously demonstrated established patterns of school avoidant behaviors.  In particular, description of a four staged conceptualization of change, encompassing the need to: establish a concern; articulate rules of engagement; apply theoretically informed interventions; and respond to instances of regression.  Pragmatic responses to common clinical challenges are grouped according to stages thereby promoting the ability of the school based practitioner to facilitate planning, tracking and review of reintegration attempts.