Data-driven Reentry Plan for School-Refusing Children

As a school or clinic-based professional, you understand the challenge of helping students who refuse school. To support these students in their reentry, it is important to develop an evidence-based strategy that takes into account the available data around school refusal behaviors. In this article, we will explore the research on this topic and share best practices for developing a personalized, data-driven reentry plan with your struggling students.

Step 1: Collect baseline data

Understanding the student's attendance patterns in detail is pivotal. How many full days have they attended? How many partial days? Which classes? When did the absences start, and have they happened in the past? Who brings the child to school and is there a difference in attendance/tardiness when someone else brings them? Calculating the average number of partial days attended in the past month allows educators to set a realistic benchmark for reentry goals in the coming weeks.

Step 2: Define what “entering the building” means for this student

This step involves tailoring the reentry experience to the specific needs, preferences, and challenges of each student. For example, the goal may be for the child to enter the school building but spend the day in the social worker’s office completing work. For another student, the goal may be arriving during 4th period and staying in class until 7th period. When we define with entering the building looks like we determine a comfortable activity such as meeting with a preferred staff member, completing school, or practicing communication skills. Then we agree upon a comfortable location such as the social workers office, the resource room, or a preferred classroom and complete this goal for a specific amount of time.

Step 3: Build on the insights gained from Step 1

Using the average number of partial days attended in the past month, educators can establish reentry goals for the first week. These goals should be achievable and reflective of the student's recent attendance patterns, setting the stage for a successful reintegration. We recommend starting with what the student deems as the most enjoyable or easiest part of the day and build daily goals from there. 

Step 4: Set specific tasks for the student while they are in the building 

In Step 4, educators set specific tasks for the days the student comes into the building. These tasks could include visiting the office, attending preferred classes, meeting with a social worker, completing school work in a separate location, or any other task defined to aid the reentry process. Each task is strategically designed to promote engagement, gradually ease the student back into the school routine, and increase the amount of time spent in the building.

Step 5: Introduce reinforcement and consequences 

Positive reinforcement encourages students to meet their reentry goals, while appropriate consequences, thoughtfully communicated, underscore the importance of fulfilling these objectives. This step reinforces accountability and helps in shaping responsible behaviors. It is important to clearly define expected behaviors (Kelly will attend 5 of 5 science classes for the entire period as measured by a daily email from the school social worker to parents and therapist). Everyone involved should be able to agree on whether or not the student met the goal.  

Step 6:  Review and revise. 

After one week, educators analyze data from the previous week to determine the effectiveness of the reentry plan. Based on this evaluation, adjustments are made—whether to increase, decrease, or maintain the demands and goals set. This ongoing review process ensures the reentry plan remains dynamic and responsive to the evolving needs of the student.

In conclusion, implementing this six-step reentry plan provides a structured and data-driven approach to supporting students as they transition back into the school environment. By utilizing attendance data, defining personalized goals, and incorporating reinforcement and consequences, educators can significantly contribute to the successful reintegration of students, fostering a positive and nurturing educational experience. Need additional support for your school-refusing clients and students? Stay tuned for a big training announcement from Thriving Minds Director of School Refusal. We’ve got something special in the works! We will announce it upcoming newsletters and on social media.