How to Support Students with School Maladjustment in a School for Diversified Learning:

Interviews with Teachers and Staff Members

Abstract

[Purpose]

  A growing interest in schools that offer diversified learning opportunities for children who do not attend school has been observed. This study clarified the actual situation and structure of the support provided by teachers and staff to students with school maladjustment in a junior high school that offers such opportunities.

[Methods]

  Semi-structured interviews were conducted with six teachers and staff members at Private Junior High School X, which has been established as a school for diversified learning (Manabi no tayouka gakkou). Specifically, the support provided to students with school maladjustment whose adjustment had improved was investigated. The data obtained were analyzed using the modified grounded theory approach.

[Results]

  Support for the aforementioned students was captured in three categories: “support centered on the student,” “support involving the family,” and “organizational culture of mutual support,” with 19 concepts were identified.

[Discussion/Conclusion]

  When supporting students with school maladjustment, “support centered on the student” was emphasized. Furthermore, for this objective to be carried out smoothly, “support involving the family” was considered essential. Moreover, “organizational culture of mutual support” was the foundation for the entire support system. Our findings suggest that the support model obtained in this study relates to “team support” and the nature of support in schools with diversified learning as well as general schools.