![](https://www.schoolbag.edu.sg/wp-content/uploads/2024/03/meet-the-student-welfare-officers-who-remove-barriers-for-those-who-find-it-hard-to-attend-school_1.jpg)
Students from disadvantaged backgrounds may need more help to succeed in school. SWO identifies those at risk and provides the right support to help them return to school. Schoolbag takes a closer look at the impact of this group of MOE officials, how they are reducing absenteeism, and how they are reaching students and families in need.
Reporter Kang Im-jun
A typical morning for Student Welfare Officer (SWO) Ng Yi Jie involves monitoring student attendance.
It seems simple enough, but she takes the duty seriously.
What may seem like a minor problem with a child not coming to school for a day could be just the tip of the iceberg, says the SWO of Zhangde Primary School.
“I can’t say it’s okay because it’s only for a day or two,” says Ng. “We want to prevent these ‘one-off’ incidents from escalating into more serious incidents.”
She works with class teachers and year group representatives to better understand students’ circumstances. If there is a hint of a deeper problem and a phone call to parents is not enough, the school's home visiting unit is activated. The squad, a name coined by the school, is made up of school leaders, department heads, school counselors and Ms Ng. They conduct home visits in small groups to ensure student well-being and prevent the possibility of long-term absences.
Who is SWO and what does it do?
Managing long-term absences (LTAs) is a large part of the Student Welfare Officer’s work. LTA is defined as an invalid absence for at least 20% of the school day, and SWO finds ways to help students with LTA attend school. SWO also provides support with court cases, including child protection and police-related cases.
These dedicated Department of Education officials work with families, schools, and community partners such as family service centers to find ways to support students and families in need.
SWO Paul Jeremiah says there are often “multifaceted and complex” reasons why some students struggle to attend school regularly. He describes his contribution as “removing barriers that prevent students from coming to school.”
Mr Jeremiah attends cases referred to the Department of Education leadership.
Ms Ng is based at one school, but Mr Jeremiah is a “roaming” SWO. He currently supports nine schools, including Xishan Elementary School, where he lives. He receives referrals from schools in his cluster.
“The reason is never single. This may be the result of a difficult transition in student life. “Family, school changes, grief or adverse childhood experiences,” he explains.
Prolonged absences can become a “vicious cycle,” so it’s important to help children get back on track, he explains. “If a child misses a lot of school and then returns but has difficulty reintegrating socially and academically, he or she may feel lost and soon lose the purpose of returning to school.”
Prevention is better than cure
At Zhangde Primary School, we take a whole school approach to enhance pupils’ wellbeing and prevent long-term absenteeism.
In addition to participating in the school's home visiting team, Ms Ng is also a member of the school's student support team, working closely with teachers, school counselors, special education support officers and parents to support the overall needs of students.
The team regularly conducts professional development sessions for teachers, covering topics such as fostering positive teacher-student and parent-teacher relationships. This helps us build better relationships with both students and parents.
Last semester, with end-of-year exams and PSLEs approaching, Ms Ng launched a joint “care hub” with school counselors and teacher counselors. During breaks, students can visit the Care Hub to meet the team and learn stress coping strategies, time management advice or simply share concerns.
During breaks, a variety of activities await student visitors at the Care Hub, where Ms Ng and her colleagues are there to meet them.
Connecting students and families through an ecosystem of support
Mr Jeremiah, who was an Allied Educator (Teaching and Learning) for over 12 years before becoming a SWO, jokes: “I used to ‘treat’ my students inside the classroom, but now I am taking care of them outside the classroom. .”
He sees his role as SWO as a “bridge” connecting children and families to school and community supports.
“We want to support the whole family, not just the child,” he says. “When my child goes back to school, I can check off a few things, which I think will be good for my portfolio as well. But that is not our purpose. “If the family system does not change after the child graduates from elementary school or middle school, the child will return to square one.”
Therefore, SWOs often work with community partners, such as family service centers, ComLink, and social services offices, with the goal of improving the entire family unit.
These partnerships are an opportunity for SWOs to network and gain access to available resources that can be leveraged for the cases they manage. Sometimes just a simple connection with your partner can go a long way in improving your family's situation.
‘There must be trust before a connection can be made’
Building trust and relationships is important. At school, Ms Ng said she engages in activities to “make herself known” to all students, regardless of whether they are considered at-risk, such as visiting the canteen during recess and talking to them during recess.
She wants to break the stigma around seeking help and encourage all students, not just those in trouble, to reach out to her.
“Also, if my colleagues know who I am, it will help me connect better with my child,” she says.
When referring at-risk students, patience, empathy, and compromise can go a long way in building trust.
“I don’t get scolded because of my attendance record. Sometimes, we don't even bring it up. The first thing we need to do is get to know them better,” says Ng.
Recalling the case of a student who did not attend school regularly, Ms Ng tried to check on the girl regularly and eventually opened up to her.
In addition to family issues, the child was having academic difficulties, making him even more reluctant to go to school.
Ms Ng shared this with the girl's teachers, who stepped up their learning support. As her confidence improved, so did her attitude toward school. Ms Ng even asked the girl to borrow her alarm clock so she could wake up on time for her school, she said.
School attendance improved due to a change of heart. “Thank you for your efforts,” said Mr Ng. “It’s more than just coming to school.”
Understanding your parents' struggles
Connecting with parents can make a difference when it comes to providing for your children.
“The processes we use and the domain knowledge we apply help us in our work, but just as important is our ability to build a common understanding with both parents and children,” says Jeremiah. SWOs “never assume they know.” “It shouldn’t be done,” he added. Better”.
He recalls meeting the father of a long-term absentee student who was initially receptive to attempts at support from the school or community.
Mr Jeremiah spoke to the student and learned how much effort the father had put in to get his child to and from school, traveling at least 20km from work in one trip. “When I had a chance to talk to him, I gave him confidence in what he had done. Because it was great,” he says. “It’s not flattery, it’s real affirmation because he did the right thing.”
Once the father realized that Jeremiah was not blaming his child for not attending school, it opened the door for further discussion.
Mr Jeremiah says parents understand that school is important for their children, but often family circumstances prevent them from prioritizing school. He had a variety of parents. Some parents are hands-off, while others want help but don't know who to reach out to or what to say. Some people will breathe a sigh of relief when they realize that support is available.
“Every parent wants to do the best for their child, and we start from that premise. We are not about being a parent for them, but about empowering them to parent,” he adds. no see.
Ms Ng agrees. In addition to acknowledging the family's struggles, it is important for SWOs to validate the efforts of parents.
“We will look at ways to help them become more independent, such as going to school on their own. Parents are generally open about it,” she says.
“Even if parents send me a message saying their child will be late, they feel grateful when they come to school. This shows me that there is room for me to challenge them a little more gently and see what I can do to improve the situation.”
To parents struggling to raise children, Mr. Ng said, “Raising a child is not a sprint. It can be emotionally taxing at times. “We know our parents are doing their best.”
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