BACK TO SCHOOL 100H

It is important for the student to maintain contact with the school despite absences. The responsible adult can call or send messages to the student at least weekly, so the student feels that they are remembered and expected at school.

Contact social welfare services to assess the need for support together with a guardian or the need for making a child protection notification; consult with the school social worker, when necessary.
A guardian may themselves get in touch with social welfare services for the assessment of support and services. A notice may be made e.g. in Maisa or by phone. Also the school personnel may contact social welfare services with the permission of the guardian.
Education Services and school’s student welfare are obliged to make a child protection notification if, in their role, they find out about a child whose care and treatment needs, circumstances endangering the child’s development, or their own behaviour presuppose a possible investigation of the need for child protection. A notification should be made without delay. The notification can be made e.g. by phone, secure email or Maisa.
Child protection notifications are processed statutorily within seven working days, during which a requirement for a service need assessment is determined. The assessment covers the capabilities, risk factors, social network and support needs for the child and family. The child and family are referred to services, as needed, based on the assessment.

Video: The actions taking place when a child protection notice is made in the Wellbeing services county of Vantaa and Kerava

Concern over a child or adolescent | Wellbeing services county of Vantaa and Kerava

The meetings are used to map the student’s overall situation. The pedagogical solutions and student welfare support form a package that supports their schooling. The meeting combines the knowhow of different professionals to strengthen and support the student’s attachment to school in real time. The meetings are used for deciding on the responsibilities and roles, finding out the underlying causes for the absences, organising messaging important for the organization of teaching, and following up on the situation systematically. Entries of the decided issues are recorded in appropriate documents.

The school’s support measures and student welfare services are also supported by the rest of the network. Especially if the school’s own support measures are not sufficient and the student’s attendance is irregular and challenging, efforts are expanded to include an outside network depending on the student’s need. Included in the network could be e.g. family services according to the Social Welfare Act, child protection, basic and specialised medical care. The role and participation of the student and guardian should be supported and strengthened, and they should be valued as experts in their field. The student will be more motivated to stick to the agreements if they have been heard and they have been able to influence their own affairs.

The practices of a child-friendly meeting:

• The student has brought along the persons that matter to them.
• Student’s key persons are attending the meeting.
• Confidence is built and there is no need to find a solution right away.
• The student is heard, believed and not belittled.
• There should be enough time and space to be heard.
• The adults have familiarised themselves with the student’s issue and overall situation in advance.
• The student is seen as genuinely present, and the support possibilities of the whole network are observed in the situation.

There is no one right solution for absence problems. Different individual, flexible solutions and agreements are needed. It is important for the student that they are heard and have a chance to influence matters. If the student is anxious, nervous or restless, special arrangements may be decided on. Every teacher should be aware of the arrangements so the student can count on being able to act as agreed.

The important thing at the start is to get the student back to school. A big obstacle to returning to school for many students is the thought that they don’t know what to say for the reason for the absence. You may agree with the student what should be discussed about the absences at school and rehearse different answers or a non-response. Find out what things make the student nervous and think of ways to alleviate the nervousness. The return to school may be eased by reducing the goals in the school day. Sometimes just presence is a big gain.

The plan should clearly mention the following:

• goals (clear, tangible, cut into small pieces, realistic)
• the agreed issue
• what will be done
• who will do what
• who is responsible
• who monitors the developments and how

When planning a student’s return to school, the following things should be kept in mind:

• Which obstacles could be lowered or removed altogether?
• Which stress factors could be minimised?
• Should entering the school be made gradual to start with? The student could e.g. practise coming to the schoolyard, then into the building and finally into the classroom.
• Who will receive the student when they arrive at school?
• Who is responsible for informing all the student’s teachers of the decided special arrangements?
• Is a plan for physical symptoms needed?
• Can an anxious student withdraw into a separate room, as planned, listen to music or go out into the schoolyard to calm down?

Source: KouluKunnossa.fi