2009 年 84 巻 p. 207-226
The purpose of this study is to examine factors which support the school attendance continuation of students who have previously experienced school non-attendance, and to reveal its problems, by looking at the example of school attendance support in post-compulsory schools which positively accept people who have experienced school non-attendance.
Recently, post-compulsory schools or educational institutions which positively accept people who have experienced school non-attendance have increased. These schools or educational institutions have the potential to solve the problems of career formation of people who have experienced school non-attendance. However, there has been no focus on that what kind of support is necessary for students to continue school attendance, and what the problems are.
Interviews and participatory observation carried out by the author at a certain Challenge School and a koto sensyu gakko (Upper Secondary Specialized Training School) resulted in the following four points. Firstly, the change in personal relationships from the school the student attended previously greatly contributes to the school attendance continuation of students who have previously experienced school non-attendance. Secondly, direct and indirect support given by teachers, and student groups in which “pain” is shared supported school attendance continuation by students. Thirdly, good relations between teachers and students prevent school characteristics such as life guidance and activities in the class group from causing school non-attendance.
Fourthly, however, these schools have a problem concerning the career formation of the students. There are cases in which graduates of these schools tend to leave the next school or workplace because of the non-existence of the people who have supported them when they felt uneasy. It will be the task of school non-attendance support to assist people who tend to have uneasiness and demand support from personal relationships to form their career through a “gentle shift” from post-compulsory schools or educational institutions to further schools and workplaces after graduation. In other words, to create an environment of work and education that can lead to self-realization.