The Truancy Prevention Through Mediation Program uses a facilitated problem-solving session mediated by an uninvolved and well-trained third party, the mediator to address student truancy. The goal is to, in a non-punitive, non-disciplinary way, identify the family problems that are often causing the poor attendance, and to then help the family reach a voluntary solution. Those solutions often involve reaching out to a government agency, social service provider, or non-profit organization.
Mediations take place in the school, during or immediately before or after school hours. In grades K- 6 the teacher attends, and often is the only person meeting with the parent/guardian. This is because the teacher is viewed as a co-parent, and the parent/guardian and the teacher meet to share their mutual concern for the student. In many cases this is the first time the teacher and parent/guardian have met.
Truancy mediations will typically be covered under the Uniform Mediation Act, dealing with privileged information in future formal proceedings. Confidentiality is also a key element of truancy mediation and must be addressed by the parties and the mediator in a separate agreement.
The family is asked to come in for a mediation very early in the pattern of truancy, usually the third to fifth unexcused absence. This is a significantly lower threshold than the number of missed days for court referrals. The emphasis is on very early intervention and help in a respectful manner, as opposed to late intervention (5+ days is common) and a court hearing.
Families are typically invited to in-school mediations through a letter the school sends to the family’s home. Several programs find it effective to use court stationary, so although the letter inviting the parents to mediation is signed by the principal, the court stationary adds significance to that invitation, reducing the possibility of the family not showing up.
As stated above, present at the mediations are the parent or guardian and a teacher. In elementary schools often it is only the parent/guardian and teacher, along with the mediator, while in middle and high school a school social worker or principal may also be present. The student rarely participates below the sixth grade, since the reason the student is not attending is because of a family problem. Above the sixth grade the student usually participates since the student can be part of the problem and the solution(s). However, even in K-6 mediations the student often is brought in at the end of the mediation as part of the bonding and healing process.
Truancy mediators may be volunteers, contract mediators, court staff, or a combination. Programs are run locally, with technical support, training, mentoring, and grant writing assistance provided by the Ohio Commission on Dispute Resolution and Conflict Management, with assistance from the Supreme Court of Ohio’s Dispute Resolution Section.
Frequently when school districts first approach the Commission they are looking for help with high school truancy and dropouts. However, research and experience clearly show that a school district benefits most by building a program from the early years up. Therefore, the Commission advocates having the program only in K-6 for two to four years, then adding the middle schools that those elementary schools feed, then in a year or two adding the high schools. If a district starts at the high school level they are dealing with students who have been missing days for many years, who are under-achieving, and who are close to dropping out – thus using time and resources but not addressing the systemic problem. If a district wants to permanently reduce truancy and tardiness it needs to be addressed in Kindergarten and the other early years, building the program upward.
For further information please contact:
Edward M. Krauss
Director, Community and Court Programs
ed.krauss@cdr.state.oh.us.
614 - 752 - 9595
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