The ENGAGE project (Project Number: 2024-1-IT02-KA220-SCH-000249540) has been co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).
Iancu is a sixth-grade (VIth grade) student diagnosed with ADHD, characterized by impulsiveness and difficulty maintaining focus, which significantly affects his academic engagement and participation.
Despite being enrolled in a special education program, Iancu exhibits chronic absenteeism, frequently leaving school premises after being marked present, and has been reported spending time at a nearby internet café.
His academic performance reflects significant learning gaps, as noted by teachers who observe a preference for unstructured activities and difficulty completing assignments.
Iancu resides in social housing with his parents, a younger brother, and a cousin, where his basic material needs appear to be met, as evidenced by his proper clothing and quality school supplies.
However, the lack of parental involvement in his education is concerning; his parents have not responded to the school’s repeated attempts to establish communication.
This disengagement, underscores the urgent need for a multifaceted intervention to address Iancu’s academic, social, and emotional challenges.
Attendance Records: Teachers have logs of Iancu’s attendance, noting patterns of absenteeism and partial attendance when he leaves school premises after checking in.
Classroom Observations: When he is present at school, direct observations are conducted during lessons to assess his focus, participation, and interactions with peers and teachers. Observations do not suggest specific concerns related to body image; however, his lack of participation in physical activities might stem from discomfort.
Peer Feedback: Informal reports from classmates provide insights into Iancu’s activities outside the classroom, such as frequenting the internet café.
Communication Attempts: There are information’s of attempts to reach Iancu's parents via phone calls and in-person invitations, but all the efforts are being unsuccessful, highlighting the challenges in engaging his family.
Periodic evaluations and assessments - in-class assignments, are used to identify specific learning gaps and monitor his progress, or gaps in education.
Student
Iancu explains his frequent absences by stating that he must look after his younger brother. He seems disconnected from school activities and prefers more spontaneous pursuits. His impulsive actions, associated with ADHD, hinder his capacity to participate effectively in classroom discussions. Iancu appears to maintain functional relationships with peers but lacks deep connections and exhibits isolation tendencies.
Statement: “I have to look after my brother sometimes, and school isn’t that important.”
Teachers
Educators are worried about Iancu’s increasing academic disparities and frequent absences. Although he is part of a special education program, he is resistant to structured learning and tends to disengage. They struggle to meet his needs, primarily due to the lack of cooperation from his family.
Statement: “We have made efforts to help him academically, but without parental involvement, our initiatives feel insufficient. We could implement a reward system for regular attendance to motivate him and celebrate his achievements. Additionally, it is vital to cultivate empathy and support among his peers to enhance his sense of belonging.”
School Leaders
School administrators are concerned about Iancu's behavior and frequent absences, which disturb the school environment. They stress the importance of outside support and increased parental involvement to foster significant improvements.
Statement: “His behavior impacts not only his education but also the interactions within our school community. It is essential for the parents to collaborate.”
Parents
Despite the school’s continuous attempts to reach out through phone calls, letters, and meeting invitations, parents have not responded. This disengagement hinders the school from understanding the family’s viewpoint or offering substantial assistance. This situation of limited engagement with his parents might create feelings of neglect or dissatisfaction.
Statement: Parents did not respond.