Teachers’ experiences with the Back2School intervention—a pilot study addressing problematic school absenteeism
IntroductionSchool absenteeism represents a concern for students, educators, and parents alike. Teachers’ involvement is vital to students’ school life. Consequently, integrating schools and teachers effectively in absenteeism interventions is of great importance. However, few studies have investiga...
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Frontiers Media S.A.
2025-08-01
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| Schriftenreihe: | Frontiers in Psychology |
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| Online-Zugang: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1608184/full |
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| _version_ | 1839582538307207168 |
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| author | Elisabeth Valmyr Bania Toril Sørheim Nilsen Mikael Thastum Jo Magne Ingul Trude Havik |
| author_facet | Elisabeth Valmyr Bania Toril Sørheim Nilsen Mikael Thastum Jo Magne Ingul Trude Havik |
| author_sort | Elisabeth Valmyr Bania |
| collection | DOAJ |
| description | IntroductionSchool absenteeism represents a concern for students, educators, and parents alike. Teachers’ involvement is vital to students’ school life. Consequently, integrating schools and teachers effectively in absenteeism interventions is of great importance. However, few studies have investigated teachers’ perspectives on participating in manual-based, indicated interventions to promote school attendance. This study aimed to explore teachers’ experiences with the manual-based Back2School (B2S) intervention, which is based on cognitive behavioural therapy (CBT).MethodsSeven primary and lower secondary school teachers agreed to participate in individual interviews following their involvement in the intervention. These teachers engaged in various aspects of the intervention, including data collection, school sessions, and school meetings involving students, parents, and B2S group leaders.ResultsThe results indicate that some of the informants experienced increased competence and self-efficacy regarding school absenteeism following the intervention, while other informants did not have this experience.DiscussionThere is a need for more clarity and enhanced teacher involvement in future B2S interventions. |
| format | Article |
| id | doaj-art-00361854e7694a2c9299880ab2ac2dd5 |
| institution | Matheson Library |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-00361854e7694a2c9299880ab2ac2dd52025-08-04T05:26:05ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-08-011610.3389/fpsyg.2025.16081841608184Teachers’ experiences with the Back2School intervention—a pilot study addressing problematic school absenteeismElisabeth Valmyr Bania0Toril Sørheim Nilsen1Mikael Thastum2Jo Magne Ingul3Trude Havik4The Regional Centre for Child and Youth Mental Health and Child Welfare – Central Norway, RKBU Midt-Norge, Norwegian University of Science and Technology (NTNU), Trondheim, NorwayInstitute of Psychology, The Arctic University of Norway, Tromsø, NorwayDepartment of Psychology and Behavioral Sciences, Aarhus University, Aarhus, DenmarkThe Regional Centre for Child and Youth Mental Health and Child Welfare – Central Norway, RKBU Midt-Norge, Norwegian University of Science and Technology (NTNU), Trondheim, NorwayNorwegian Centre for Learning Environment and Behavioural Research, University of Stavanger, Stavanger, NorwayIntroductionSchool absenteeism represents a concern for students, educators, and parents alike. Teachers’ involvement is vital to students’ school life. Consequently, integrating schools and teachers effectively in absenteeism interventions is of great importance. However, few studies have investigated teachers’ perspectives on participating in manual-based, indicated interventions to promote school attendance. This study aimed to explore teachers’ experiences with the manual-based Back2School (B2S) intervention, which is based on cognitive behavioural therapy (CBT).MethodsSeven primary and lower secondary school teachers agreed to participate in individual interviews following their involvement in the intervention. These teachers engaged in various aspects of the intervention, including data collection, school sessions, and school meetings involving students, parents, and B2S group leaders.ResultsThe results indicate that some of the informants experienced increased competence and self-efficacy regarding school absenteeism following the intervention, while other informants did not have this experience.DiscussionThere is a need for more clarity and enhanced teacher involvement in future B2S interventions.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1608184/fullschool absenteeismCBT interventionBack2Schoolteacher involvementteacher experiences |
| spellingShingle | Elisabeth Valmyr Bania Toril Sørheim Nilsen Mikael Thastum Jo Magne Ingul Trude Havik Teachers’ experiences with the Back2School intervention—a pilot study addressing problematic school absenteeism Frontiers in Psychology school absenteeism CBT intervention Back2School teacher involvement teacher experiences |
| title | Teachers’ experiences with the Back2School intervention—a pilot study addressing problematic school absenteeism |
| title_full | Teachers’ experiences with the Back2School intervention—a pilot study addressing problematic school absenteeism |
| title_fullStr | Teachers’ experiences with the Back2School intervention—a pilot study addressing problematic school absenteeism |
| title_full_unstemmed | Teachers’ experiences with the Back2School intervention—a pilot study addressing problematic school absenteeism |
| title_short | Teachers’ experiences with the Back2School intervention—a pilot study addressing problematic school absenteeism |
| title_sort | teachers experiences with the back2school intervention a pilot study addressing problematic school absenteeism |
| topic | school absenteeism CBT intervention Back2School teacher involvement teacher experiences |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1608184/full |
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