How Rural School Social Workers Perceive Elementary Nonattendance: Underlying Causes, Practical Interventions, and Role Identification
Date of Award
Open Access Thesis
Master of Social Work (MSW)
Carol Kuechler, PhD.
Anthony Bibus, PhD.
Denis Dolan, MSW, LICSW
This research study explored what school social workers in rural Minnesota are doing to address elementary nonattendance. Elementary was defined as any grade between kindergarten and fifth, and rural was defined as outside the 7 county Twin Cities metropolitan area. The research design utilized a self-administered survey questionnaire distributed to 118 school social workers. Of the 76 returned surveys, 62 met the criteria for inclusion in the research. Findings from quantitative and qualitative data indicate that school social workers perceive elementary nonattendance as a problem and that contributing factors include the child, family, school, and community. The roles and intervention strategies utilized by school social workers to address elementary nonattendance varied. Implications for school social work practice, policy, and research about elementary nonattendance are presented.
Larsen, Anita M., "How Rural School Social Workers Perceive Elementary Nonattendance: Underlying Causes, Practical Interventions, and Role Identification" (1996). Theses and Graduate Projects. 205.