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).
Adèle H. is a 13-year-old middle school student who has shown signs of absenteeism since the start of the school year. After a discussion between the school administration and the mother (the parents are divorced and Adèle lives with the mother), the student only attends class four mornings a week.
Adèle is a very quiet student in class, not very engaged orally; her work is precise, she is an independent student who does not appear to have any learning difficulties, and can apply concepts. Her academic performance is good, except in technology, physics, and chemistry. Her behavior outside of class is completely respectful and poses no problems.
The mother, who is very involved, has a background in psychology and has consulted a doctor who is treating the student for depression (the student is taking antidepressants).
Signs of Student Disengagement
Absenteeism since the beginning of the school year and the establishment of an agreement between the school management and the parents for the student to attend classes only four mornings a week
Learning Style
Very quiet student in class who does not participate orally; precise work, autonomous student who doesn’t seem to have learning difficulties, and is able to apply the concepts. Good grades, except in technology and physics-chemistry.
Personal Challenges
The mother is very involved, with a background in psychology, and has consulted a doctor who is treating the student for depression (the student is on antidepressants).
Student assessed by GEVA-sco: this is an essential document that gathers important information concerning a student with a disability. Its purpose is to facilitate the assessment of the student's specific needs with a view to developing their personalized schooling project (PPS). It is a tool that allows observations to be shared, exchanges between different stakeholders and key data to be transmitted on the student's educational path.
Pupil
Adèle H. explains her absenteeism by the fact that she does not feel relaxed at school at all. In class it manifests itself by tremors, crying. She says she is very emotional and cannot participate in the life of the class. She participates in group work provided that she finds her friends. Outside school, at home, she feels good, she has some friends with whom she can exchange. The unknown scares her and she would like to change her body.
Teachers
The educators would like to Adèle H. to participate in class and consider that she does not always make the expected efforts. They feel helpless and as the student does not react to the requests, they do not know what attitude to adopt with her. Should we verbally encourage him, offer ad hoc aids or give more time to adapt? Teachers highlight his respectful attitude.
School leaders
School administrators are concerned about the lack of communication from Adèle H and her frequent absences, results of her anxiety. The pupil having been hospitalized following anxiety, the school leaders decided in agreement with the mother, to bring her to school only 4 mornings. Educational leaders point out that she has no learning problem, her level of understanding is good, her notes have dropped following her absenteeism. The important thing for the school leaders is first of all an improvement in his well -being.
Parents
Parents being separated, the mother has contacts with school. The mother highlights Adèle H anxiety problems and her medical follow -up for depression. Adèle H. felt harassed the previous year and changed her establishment. The mother underlines the very good cognitive skills of Adèle and also the very strong pressure of schooling for her daughter. She says she is open to any solution to help her daughter.