Truancy in New Zealand

Abstract

The main objective of the research described in this thesis has been to find out whether in New Zealand the practice of ability grouping or streaming influences truancy rates to an extent similar to those found to exist overseas. This study has also looked at the influence of socio-economic status and ethnicity on truancy. The rates of truancy of eight state secondary schools, most of them in the lower half of the North Island, have been correlated with variables such as types of schools, and classes, father occupation, ethnic and home background of pupils, as well as with their school experience. To assess each class' and social group's level of truancy, which has been defined as all unauthorised absences with or without parental connivance, the self-report method of data collection by questionnaire, together with interviews and participant observation have been used. It was found that truancy is a complex phenomenon in which predisposing factors as well as precipitating elements are involved. Some aspects of the school, especially ability grouping, teachers' attitudes and the curriculum can, and frequently do, act as precipitating elements. Streamed schools have significantly higher rates of truancy than non-streamed schools, even after the influence of ethnic and socio-economic backgrounds have been held constant. In streamed schools, lower streams' pupils and pupils from manual and ethnic minority backgrounds have been found to contribute disproportionately to truancy rates, whereas in the non-streamed situation, the contribution of the latter two groups is significantly less. This disparity is largely explained by the fact that by streaming a school places academically less able students, mostly working class and ethnic minority children, in the lower streams where they are over-represented. In this situation, truancy is often the outcome of the reaction of a minority which feels oppressed by the discriminatory practices of a system that places high value on academic success whilst limiting the opportunities of attaining such aims, to a few. Most frequent and persistent truants not only come from the lower streams, but more often than not, they also come from larger families, poorer environment and have to content with other serious social and educational handicaps such as difficulties at home (often stemming from broken homes), teachers' lack of understanding and negative expectations and a curriculum irrelevant to their needs and abilities. The main conclusion reached here is similar to that arrived at by several other studies overseas, namely that truancy is symptomatic of a serious, and deep-seated social problem. This being so, the only lasting and positive form of treatment is one which deals with root causes and has been preceded by a careful diagnosis of the situation in each school. Recommendations proposed here are based on this assumption and suggest the progressive unstreaming of streamed schools, the informing and training of teachers to understand the needs and capabilities of children from different social groups, and the adapting the curriculum to meet such needs. In other words, to place all childrens' needs at the centre of the educational process.