Designing a digitally-supported intervention process for school refusers
Résumé
School refusal (SR) can affect one pupil per class and last for several months or years. These students, who tend to be more or less absent from school, pose a significant challenge for teachers. Indeed, teachers may find it difficult to understand these disorders and to implement solutions to keep students in school. It is therefore important to provide support and guidance to both teachers and pupils. Early identification of school refusal is one of the important factors so that appropriate action can be taken to avoid disruption to the student's career. The SCREEN test helps to identify at-risk students at an early stage, but simply identifying is not enough. To maintain a schooling environment that enables pupils to bypass anxiety factors associated with school, we propose a digital intervention process, offering face-to-face and distance learning sessions to meet the needs of SR students. An advisor ensures good communication between all parties involved and the SR pupils. Digital technology is being proposed as an intermediary between teachers and anxious pupils who refuse to attend school, its role being to deliver the same educational content that is provided in class. In summary, the proposal described in this paper aims to create a new ecological system for intervention and monitoring of pupils with school refusal due to anxiety.
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