Many schools across the nation are looking for effective ways to address truancy. Considering trauma informed practices is a promising approach, but an important obstacle to implementation is the dominant perspective that a punitive approach is more appropriate or effective. By researching how partnerships between the school, juvenile courts, and community social agencies can impact students that are chronically truant, we can better understand how to replicate the use of trauma informed practices in the educational settings to address truancy. The purpose of this qualitative study is to find out to what extent and how the Student and Family Education Court truancy diversion program is considering trauma in its intervention. In other words, is the truancy diversion program taking into account the traumatic experiences of students and families, as intended, when developing interventions?
|Advisor:||Puchner, Laurel D.|
|Commitee:||Anderson, Patrick, Yu, Tianlong|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration|
|Keywords:||Educational leadership, Middle school, Trauma, Truama-informed, Truancy diversion programs|
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