Problèmes de fréquentation scolaire chez les enfants présentant des troubles du neurodéveloppement un an après le début de la pandémie de COVID-19

Titre original en anglais : School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic

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Totsika, V., Kouroupa, A., Timmerman, A., Allard, A., Gray, K. M., Hastings, R. P., Heyne, D., Melvin, G., & Tonge, B. J. (2023). School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic. Journal of Autism and Developmental Disorders, 54(8), 2998-3007. https://doi.org/10.1007/s10803-023-06025-3

Date de publication: 22/07/2023 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
9
Auteur·ices de la publication identifié·es comme autistes
1 / 9 (11,1 %)
  1. Vasiliki Totsika
  2. Athanasia Kouroupa
  3. Amanda Timmerman *
  4. Amanda Allard
  5. Kylie M. Gray
  1. Richard P. Hastings
  2. David Heyne
  3. Glenn Melvin
  4. Bruce J. Tonge

Résumé

OBJECTIF : La présente étude a examiné l'absence scolaire chez 1 076 enfants âgés de 5 à 15 ans présentant des troubles du neurodéveloppement (déficience intellectuelle et/ou autisme), environ un an après le début de la COVID-19 au Royaume-Uni. MÉTHODES : Les parents ont rempli une enquête en ligne indiquant si leur enfant était absent de l'école en mai 2021 et la raison de chaque absence. Des modèles de régression multivariés ont examiné les variables liées à l'enfant, à la famille et à l'école associées à l'absentéisme et aux types d'absentéisme. Des données qualitatives ont été recueillies sur les obstacles et les facilitateurs de la fréquentation scolaire. RÉSULTATS : En mai 2021, 32 % des enfants présentaient une absence persistante (manquant ≥ 10 % de l'école). Le refus scolaire et l'absence due à des problèmes de santé étaient les types d'absence les plus fréquents, représentant respectivement 37 % et 22 % des jours manqués. L'absence liée à la COVID-19 ne représentait que 11 % des jours manqués. L'anxiété de l'enfant était associée à l'absentéisme global et aux jours manqués en raison du refus scolaire. L'anxiété parentale liée à la pandémie et les problèmes de conduite de l'enfant n'étaient pas associés à l'absentéisme scolaire. L'hyperactivité était associée à des niveaux plus faibles d'absentéisme et de refus scolaire, mais à des niveaux plus élevés d'exclusion scolaire. Une relation parent-enseignant positive était associée à des niveaux plus faibles d'absentéisme, de refus scolaire et d'exclusion. Les besoins non satisfaits de l'enfant à l'école constituaient l'obstacle à la fréquentation le plus fréquemment signalé, tandis que la COVID-19 figurait parmi les obstacles les moins fréquemment signalés. CONCLUSION : La COVID-19 a eu un impact limité sur les problèmes de fréquentation scolaire durant cette période. Les résultats ont mis en évidence le rôle de la santé mentale de l'enfant dans les différents types d'absence et le rôle protecteur probable d'une relation parent-enseignant positive.

PURPOSE: The present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. METHODS: Parents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance. RESULTS: During May 2021, 32% of children presented with persistent absence (missing ≥ 10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers. CONCLUSION: COVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship.

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Références citées
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Nombre total de références citées intégrées pour cette publication.
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Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 0 / 36 (0,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 0 / 202 (0,0 %).
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Auteurices cité·es distinct·es rattaché·es : 21 / 202 (10,4 %)
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