Schulabsentismus und psychische Erkrankungen bei Kindern und Jugendlichen

Zusammenfassung

Der Begriff „Schulabsentismus“ beschreibt das Fernbleiben aus der Schule unabhängig von einem entsprechenden Grund. Die spezifische Klassifikation des Schulabsentismus kann nach Dauer der Fehlzeiten, nach Symptomatik/Verhalten im Rahmen des Absentismus, nach Schulrecht oder nach Art des Vermeidungsverhaltens eingeteilt werden. Das „Multi-tiered, multi-domain system of supports“ (MT-MDSS) repräsentiert ein praktisches Rahmenmodell für Diagnostik und Interventionen. Präventive, schulweite Maßnahmen sind bei leichtgradigem Absentismus indiziert. Individuelle schulische und psychiatrisch-psychotherapeutische Maßnahmen kommen bei mittelgradigem Ausmaß der Fehlzeiten und gleichzeitiger psychischen Störungen zur Anwendung. Schwergradiger, chronischer Schulabsentismus der zusätzlich mit Multi-problemlagen einhergeht, benötigt koordinierte Interventionen in einem Netzwerk aus verschiedenen Institutionen. Die Prognose von mit einer psychischen Störung einhergehendem Schulabsentismus stellt sich in Hinblick auf die psychische Belastung sowie die Schulreintegration als gut dar.

Abstract

The term ‘truancy’ describes absenteeism from school irrespective of the related cause. School absenteeism can be categorized according to the duration of absenteeism, symptoms/behavior in the context of absenteeism, school law or the type of avoidant behavior. The ‘Multi-tiered, multi-domain system of supports’ (MT-MDSS) represents a practical framework model for diagnostics and interventions. Mild truancy behavior is an indicator for the implementation of school-wide, preventive measures. Individual school and psychiatric-psychotherapeutic measures are used in cases of moderate absenteeism and concurrent mental disorders. Severe, chronic school absenteeism which is also associated with multiple problems requires coordinated interventions in a network of different institutions. The prognosis for school absenteeism associated with a mental disorder is benign in terms of psychological distress and school reintegration.

Schlüsselwörter

Schulabsentismus - Schulvermeidung - Schulschwänzen - Multi-tiered - multi-domain system of supports (MT-MDSS) - kognitive Verhaltenstherapie

Keywords

school absenteeism - school avoidance - truancy - multi-tiered - multi-domain system of supports (MT-MDSS) - cognitive behavioral therapy

Publication History

Article published online:
10 February 2025

• Literatur

• 1 Knollmann M, Knoll S, Reissner V. et al. School avoidance from the point of view of child and adolescent psychiatry: symptomatology, development, course, and treatment. Dtsch Arztebl Int 2010; 107: 43-49
• 2 Heyne D, Gren-Landell M, Melvin G. et al. Differentiation between school attendance problems: Why and How?. Cogn Behav Practe 2019; 26: 8-34
• 3 Aucejo EM, Romano TF. Assessing the effect of school days and absences on test score performance. Economics of Education Review 2016; 55: 70-78
• 4 Keppens G. School absenteeism and academic achievement: Does the timing of the absence matter?. Learning and Instruction 2023 86. 0.1016/j.learninstruc.2023.101769
• 5 Ansari A, Hofkens T, Pianta R. (2020) Absenteeism in the first decade of education forecasts civic engagement and educational and socioeconomic prospects in young adulthood. Journal of Youth and Adolescence 2020; 49: 1835-1848
• 6 National Forum on Education Statistics. Forum Guide to Attendance, Participation, and Engagement Data in Virtual and Hybrid Learning Models (NFES2021058). U. S. Department of Education Washington, DC: National Center for Education Statistics; 2021. Accessed May 12, 2024 at: https://nces.ed.gov/pubs2021/NFES2021058.pdf
• 7 Balfanz R, Byrnes V. Chronic Absenteeism: Summarizing What We Know From Nationally Available Data. Baltimore: Johns Hopkins University Center for Social Organization of Schools; 2012
• 8 Skedgell K, Kearney CA. (2018) Predictors of school absenteeism severity at multiple levels: A classification and regression tree analysis. Children and Youth Services Review 2018; 86: 236-245
• 9 OECD. “How much time do students spend in the classroom?”. In: Education at a Glance 2021: OECD Indicators. Paris: OECD Publishing; 2021.
• 10 Ricking H, Dunkake I, Wiegand J. et al. Jeder Schultag zählt. Praxishandbuch für die Schule zur Prävention und Intervention bei Absentismus. 2. ed.. Oldenburg: Carl von Ossietzky Universität; 2023
• 11 Egger HL, Costello EJ, Angold A. School refusal and psychiatric disorders: a community study. J Am Acad Child Adolesc Psychiatry 2003; 42: 797807
• 12 Kearney CA, Silverman WK. Measuring the function of school refusal behavior: The School Refusal Assessment Scale. Journal of Clinical Child Psychology 1993; 22: 8596
• 13 Knollmann M, Reissner V, Hebebrand J. Towards a comprehensive assessment of school absenteeism: development and initial validation of the inventory of school attendance problems. Eur Child Adolesc Psychiatry 2019; 28: 399414
• 14 Gubbels J, van der Put CE, Assink M. Risk Factors for School Absenteeism and Dropout: A Meta-Analytic Review. J Youth Adolesc 2019; 48: 16371667
• 15 Reissner V, Knollmann M, Burgmann-Kaden B. et al. Schulabsentismus bei jugendlichen ALG-II-Empfängern aus Bedarfsgemeinschaften. Ergebnisse aus einer Liaisonambulanz für Schulabsentismus. FPPK 2017; 11: 133140
• 16 Totsika V, Hastings RP, Dutton Y. et al. Types and correlates of school non-attendance in students with autism spectrum disorders. Autism 2020; 24: 16391649
• 17 Walter D, von Bialy J, von Wirth E. et al. Psychometric properties of the German School Refusal Assessment Scale – Revised. Journal of Psychoeducational Assessment 2017; 36: 644648
• 18 Kearney CA, Gonzálvez C, Graczyk PA. et al. Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1). Frontiers in Psychology 2019; 10: Article 2222
• 19 Garandeau CF, Turunen T, Saarento-Zaprudin S. et al. Effects of the KiVa anti-bullying program on defending behavior: Investigating individual-level mechanisms of change. J Sch Psychol 2023; 99: 101226
• 20 Wilson SJ, Tanner-Smith EE, Lipsey MW. et al. Dropout Prevention and Intervention Programs: Effects on School Completion and Dropout among School-aged Children and Youth. Campbell Systematic Reviews 2011 8.
• 21 Caspar F. Beziehungen und Probleme verstehen. Eine Einführung in die psychotherapeutische Plananalyse. Bern: Huber; 1989
• 22 Prochaska JO, DiClemente CC, Norcross JC. In search of how people change. Applications to addictive behaviors. Am Psychol 1992; 47: 11021114
• 23 Reissner V, Hebebrand J, Knollmann M. Hrsg. Beratung und Therapie bei schulvermeidendem Verhalten – Multimodale Interventionen für psychisch belastete Schulvermeider – das Essener Manual. Stuttgart: Kohlhammer; 2015. a
• 24 Reissner V, Knollmann M, Spie S. et al. Modular Treatment for Children and adolescents With Problematic School Absenteeism: Development and Description of a Program in Germany. Cogn Behav Pract 2019; 26: 6374
• 25 Vanneste YT, Mathijssen JJ, van de Goor IA. et al. Addressing medical absenteeism in pre-vocational secondary students: effectiveness of a public health intervention, using a quasi-experimental design. BMC Public Health 2016; 16: 1107
• 26 Pijl EK, Vanneste YTM, Mathijssen JJP. et al. Process Evaluation of the Child and Youth Healthcare Intervention ‘Medical Advice for Sick-Reported Students in Primary School’ (MASS-PS). Int J Environ Res Public Health 2022 19.
• 27 Henggeler SW, Schaeffer CM. Multisystemic Therapy(R): Clinical Overview, Outcomes, and Implementation Research. Fam Process 2016; 55: 514-528
• 28 Walter D, Hautmann C, Rizk S. et al. Short- and long-term effects of inpatient cognitive-behavioral treatment of adolescents with anxious-depressed school absenteeism: a within-subject comparison of changes. Child Family Behav Ther 2014; 36: 171-190
• 29 King NJ, Tonge BJ, Heyne D. et al. Cognitive-Behvioral Treatment of School-Refusing Children: A Controlled Evaluation. J. Am Acad Child Adolesc Psychiatry 1998; 37: 395403
• 30 Heyne D, King NJ, Tonge BJ. et al. Evaluation of child therapy and caregiver training in the treatment of school refusal. J Am Acad Child Adolesc Psychiatry 2002; 41: 687695
• 31 Reissner V, Jost D, Krahn U. et al. The Treatment of School Avoidance in Children and Adolescents With Psychiatric Illness. Dtsch Arztebl Int 2015; b 112: 655662