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The purpose of this study is to examine the prevalence and association among school refusal behavior, self-esteem, parental school involvement and aggression in punctual and truant school-going adolescents.

A purposive sampling technique and cross-sectional design were used in the current study. Participants comprised three heterogeneous sub-groups: school truant students, park truant students and punctual students.

This study’s findings indicated that father and mother’s school involvement was related to more elevated level of self-esteem for school truant students. Results also indicated that male truant students had more significant probability to school refusal behavior and physical aggression as compared to female truant students. Moreover, results revealed that physical aggression fully mediated among mother’s school involvement, academic self and school refusal behavior in punctual students and school truant students.

There is more need to develop indigenous school-based preventions and interventions aimed at decreasing school truancy in Pakistani context by tackling the predisposing vulnerable factors and supporting and encouraging the protective family and internal factors.

The purpose of this research is to discuss the issue of managing and reducing school absenteeism and truancy.

The article proposes the development and implementation of some long‐term strategic approaches to tackling truancy and other forms of non‐attendance from school. This article focuses on the innovative School‐Based Scheme (SBS).

The article proposes methods which are relatively easy to organise, implement, monitor and evaluate. It can be used in both primary and secondary schools and/or throughout all schools within a local education authority.

Preliminary evaluations suggest that it has improved attendance rates by over 4 per cent throughout all schools in one local education authority (LEA).

A high proportion of schools throughout England and Wales are below the Department for Education and Skills (DfES) targets either for overall levels of attendance, or for levels of authorised or unauthorised absence within both the primary and secondary sectors. The approaches proposed would address such issues.

It is hoped that the article will be of particular interest and help to head teachers, senior and middle management in schools, learning mentors, classroom assistants, home‐school liaison officers, principal and senior education welfare officers and appropriate local education authority staff, especially those pastoral and management staff who have day‐to‐day dealings with pupils like absentees and truants.

To report on findings from the evaluation of two innovative community‐based prevention projects in the UK targeted at children disaffected from school, one involving football the other horticulture.

Qualitative inquiry focusing on three areas: “theories of change” underpinning the projects; referral and operational processes; inter‐agency partnerships. Main methods were: an interactive event for 50 practitioners; semi‐structured interviews with project staff, project participants and other stakeholders; review of project documentation; observations.

Both the projects evaluated had clear and plausible “theories of change”. Referral processes were effective. Strong variations in “dosage” and length of project involvement appeared to be linked to differences in the effectiveness of the two projects.

The principal limitation to the research was the lack of case monitoring and outcome data that prevented any quantitative assessment of the projects. Further research is needed to establish the long‐term impact of this kind of targeted prevention work.

Prevention work targeted at children disaffected from school needs to be underpinned by clear “theories of change”. Effective work requires good relationships with referring schools, the delivery of multi‐faceted interventions and interventions to be of an adequate length.

The focus on “theories of change” or mechanisms is an original contribution to the prevention literature. The paper will be valuable for those working in drug action teams and local authorities in planning prevention work for young people. The two projects were highly innovative in involving pupils in two very different activities – football and horticulture.

The purpose of this paper is to analyse and evaluate Office for Standards in Education (Ofsted) reports on attendance issues within local education authorities' out‐of‐school provision.

A full cohort of Ofsted reports on inspections of out‐of‐school units, often known as pupil referral units (PRUs), undertaken in England in 2003 were scrutinised. The attendance data were then analysed statistically and geographically by region. The regions designated were the north of England, London and the Home Counties, the Midlands and the rest of England.

The findings indicate that unauthorised absence rates in PRUs are more than ten times those reported for primary and secondary schools and for local education authorities (LEAs). Overall, unauthorised absence rates exceed authorised rates throughout a majority of PRUs inspected in England in 2003; the exact opposite to schools. There are considerable variations in rates of authorised and unauthorised absence between PRUs within the same regions and within some LEAs.

Ofsted appear to give more latitude towards attendance issues within PRUs than they do in their inspection reports for schools and LEAs. The implications of these findings are considered along with the need for further research.

This is the first article of its kind to analyse and evaluate the implications of Ofsted reports on attendance issues within LEAs out‐of‐school units.

Increasingly, punitive policies on ‘poblematic’ pupils are implemented in poor‐performing UK urban state schools. While some are permanently excluded and referred to local authority educational alternatives, others are unofficially ‘excluded’ and referred to other forms of off‐site educational centres, where pupils receive a significantly reduced timetable, undertake unchallenging courses and are unlikely to return to school. Based on an ethnographic research project with 20 excluded young people in one south London borough, this paper will discuss what happens to these young people after their ‘exclusion’ from school. I will suggest that this form of unofficial ‘exclusion’ has significant life implications for these young people, contributing not only to their social exclusion, but also to their increased exposure to crime and victimisation. Moreover, their life options are truncated despite the efforts that they may make otherwise.

Purpose – UK urban state schools have recently experienced increased pressure to improve pupil performance levels and punitive policies appear to be one way of dealing with “problematic” young people. While some are permanently excluded for serious acts, others, who are by comparison less problematic, are unofficially “excluded” and referred to off-site educational provision (OSEP) where they receive reduced timetables and unchallenging courses. This research study set out to examine why 20 young people were “unofficially” excluded from school and their progress in OSEP.

Methodology – The study made use of ethnographic methods with 20 excluded young people in one south London borough in the UK. The research was undertaken from March 2009 to August 2009.

Findings – This chapter shows how “unofficial” exclusionary processes, to which these urban young people are exposed, have implications for their identity, self-worth and lifestyles, and makes them increasingly vulnerable to crime and victimization. The chapter makes use of labeling perspectives to understand the significance of the social reaction to deviant labels young people receive in school (Becker, 1953) and how they respond as a consequence (Lemert, 1972).

Despite nationwide decreases in school crime and violence levels, a relatively high and increasing number of students report feeling unsafe in their school environments. In response, many school and law enforcement officials are collaborating to develop school–police partnerships, especially in urban areas as an effort to significantly deter student criminal activity and violence in schools. This chapter examines the beginning efforts of New York City's Impact Schools Initiative, a punitive-based school–police partnership created in January 2004 to significantly increase police presence at some of New York City's most violent public schools. An initial examination of school-level demographic and environmental variables reveal that despite increased police presence, students enrolled at New York City's Impact Schools continue to experience higher than average problems linked directly to future criminality, including more student suspensions and lower attendance rates compared to other New York City Schools. Additionally, the data revealed that compared to other New York City public schools, Impact Schools experience greater student overcrowding and receive less funding.

A structural model was proposed and tested concerning the impact of background and psycho‐social variables on high school seniors’ (N = 2,731) reported substance use and educational outcomes. The findings indicated that interpersonal variables (e.g., school adjustment, delinquency, relationships with parents and community) primarily affected reported substance use. Intrapersonal variables (e.g., self‐concept, attitudes toward school), however, were unrelated to substance use. Moreover, background, psycho‐social variables and substance use were also related to a variety of student perceptions about their educational experiences and future aspirations. The results are discussed in terms of their implications for school personnel working with high school students.