Truancy frustration

I read the article (Jan 28) entitled ‘‘Truancy begins in the classroom’’ with an increasing level of frustration and annoyance.

The emphasis on young people as

being individuals who matter is completely accurate. However, sentences that start ‘‘Teachers should…’’ imply that teachers don’t already understand and do what was outlined.

The ‘‘suggestions’’ presume that these things are not already a normal part of our school programme. Maybe this is the case in a few schools around the country, but not in any I know of.

Teaching and learning is ALL about forming positive relationships in a safe and secure environment – otherwise why bother? Let them learn via the internet if that’s the case.

The article is incomplete; where is a summary of the findings from Ms Baskerville’s conversations with teachers, form teachers, deans, counsellors, and senior teachers who deal with truancy every school day? What about the truancy agencies – Rock On for example? Only 13 students from four secondary schools formed the basis of this thesis. That seems barely statistically significant.

I retired at the end of last year as a secondary school teacher. For the last 19 years I have been at the same school and have been a form teacher and a dean.

Lack of attendance is dealt with constantly. We are expected to form positive and ongoing relationships with all our students but especially those in our form class and their whanau.

There is much that I and my colleagues can do, but too often the key factors are beyond our control.

Truancy is complex to understand and to counter. Cursory and attentiongrabbing articles like this do a disservice to all those who work tirelessly with our young people.

Marianne Daines, Avonhead