A Case Study of the Effects of a Counseling Program in a

New Jersey High School

Statement of the Problem The effects that absenteeism has on student achievement and
mental health are an ongoing debate by national, state, and local officials. However, there
has been a lack of research regarding the impact that mental health services have on
student absenteeism rates. The relationship between mental health and absenteeism rates
requires further analysis. The information gathered from this research has the potential to
be used to guide attendance policies as well as have an impact on providing mental health
services for high school students. Both mental health and absentee rates have been
examined in isolation. However, researching the impact that mental health has on high
school absenteeism and tardy rates will add to ongoing research to increase student
achievement, psychological and physical well-being, and absenteeism rates. Although
most high schools provide guidance counselors and varied mental health services, it is
essential to examine the efficacy of mental health counseling in schools. Absenteeism
contributes to a decrease in test scores and the overall achievement of the school and the
community (Ehrenberg et al., 1991). The connection between students' mental health and
absenteeism rates is an important one to address and examine to build more influential
schools and overall academics. Absenteeism and tardy rates have a bearing on student
performance and academic achievement (Sheldon, 2007). Absent students lose continuity
of their education, which is interrupted, and impacts it negatively. Schools with lower
absenteeism rates can perform higher on standardized tests than schools with high
absenteeism rates (Ehrenberg et al., 1991). Researchers have found that various factors
impact attendance rates. Lamdin 2 (1996) stated that attendance rates and socioeconomic
status are related and that there is a positive correlation between paying full price for lunch
and attendance. Parents have a strong influence over student attendance and can instill in
their children from an early age the importance of attending school (Sheldon, 2007).
Mental health issues in high school have the potential to interfere with students' learning
and social development, which can ultimately lead to disruptions in the school and the
classroom. Providing mental health services in school and various school-based
interventions have shown to target the growing mental health, emotional, and behavioral
issues that face students and schools (Hoagwood et al. 2007). Adelman and Taylor (2006)
indicated that diagnosable mental health disorders for people under the age of 18 are 12%
to 22%. The statistic rises based on the socioeconomic status of the school in urban
schools, where 50% of the students show significant learning and behavioral and
emotional issues (Adelman & Taylor, 2006). Rossen and Cowan 2014 remarked that
untreated mental health issues of students lead to classroom disruptions, deterioration of
school climate, and an increase in student discipline issues. It is necessary to address
mental health issues to maintain continuity of education. This study examined the impact,
if any, of a specific high school mental healthcounseling program on absenteeism and
tardy rates for the students who utilize the services. Through interviews, the research
gained a greater understanding of the perception that administration and teachers feel the
program has had on the overall impact of the High School. The impact looks at whether
the culture, absenteeism, and general population of the school was effected by the
counseling program. There is currently a lack of research on this specific mental health
program and the effects that it 3 has had on student attendance rates in a high school. This
study will add to the growing literature regarding the importance of providing mental
health services in public schools. Background Attendance and Tardiness Students who do
not attend school are at a disadvantage to those students who are continually present.
When a student misses a day of school, they lose valuable instructional time, which can
lead to gaps in education. School attendance is one of the reports used to create a school's
report card in New Jersey. The state recognizes that attendance has a critical impact on a
student's academic success. Decreased attendance and excessive tardiness have shown to
be linked to poor scores on standardized tests as well as a lowered grade point average
(Cassell, 2007). Lack of attendance does not only affect the academic aspects of the
school; it has a profound effect on the social-emotional component of the school. When a
student is absent, they typically need to make up the work they have missed or face a
lower grade. This amount of work can lead to increased anxiety in students (Hinz et al.,
2003). Although there are myriad reasons for students to be out of school, including
sickness, transportation issues, or lack of motivation, students need to be excited and
stimulated when at school to maintain their interest in school and learning. Another
marker on how well schools are performing in New Jersey is based on absenteeism rates,
specifically chronic absenteeism. Chronically absent students are defined as students who
are absent 10% or more of the days enrolled during the school year. The New Jersey State
Report Card keeps specific track of students in each grade 4 level of high school who are
chronically absent. Chronic absenteeism has a profound effect on students, teachers, and
the classroom environment. Fisher (2009) stated that engagement in the classroom is
related to school achievement and performance. When students feel confident about their
ability to succeed in school, their drive and motivation to continue on that path will propel
them to attend school regularly. Attendance at school is typically overlooked when
determining the success or failure of a student. However, it dramatically affects students'
overall academic and confidence within a school (Roby, 2003). Teacher–Student
Relationships The teacher–staff and student relationships built and cemented over the
school year are vitally important to the student's academic success. When students feel that
teachers are committed to their well being, they work harder and are more engaged in
school (Muller, 2001). For this relationship to grow, there needs to be a significant amount
of time spent to cultivate this dynamic. Split et al. (2011) stated that the secondary school
day's structure undermines the teacher–student relationship because there is not as much
time as in the elementary schools to cultivate the interpersonal link. When students feel
that their teachers understand their learning style and need for dynamic lessons, they will
engage in school and commit to learning. Asking questions is an essential component of
the teacher–student relationship. Students who feel more comfortable in the classroom will
ask questions that they might not have otherwise asked or thought that it is a "silly"
question (Frymier & Houser, 2000). When students feel at ease enough to ask questions,
the engagement in learning grows, and interest in the subject deepens. The relationships
between teachers and students help to incentivize 5 students to come to school and learn.
A student, who otherwise would have been lost in class, instead feels engaged and
understood, which leads to a higher attendance rate. Teacher–student relationships need
time to be built so that the bonds can deepen students' commitment to learning and one
another. The education of the whole student has become increasingly important in today's
world. Student attendance, mental health, and teacher–student relationships all contribute
to students' overall success as they prepare for college and careers. Even though positive
results on standardized assessments continue to be the goal for most schools, it is essential
to look at other factors as tools for predicting the accomplishments of a student as they
remain in high school and into the future. Teachers play a crucial role in identifying
students who potentially need mental health services (Reinke et al., 2011). Teachers and
school personnel have the responsibility to build key relationships to help students who
need to seek mental health services while in school. Although most teachers are not
explicitly trained in providing mental health services, they can often be the first people in
the school students turn to when they need mental health assistance (Reinke et al., 2011).
Mental Health in Schools Rossen and Cowan (2014) remarked that “raising awareness of
the many children who come to school with mental health issues and treating them
appropriately is the best way to ensure they achieve their potential in school and life” (p.
1). The ability to address student health for many students is a “prerequisite to learning
and achievement” (Rossen & Cowan, 2014, p. 1). Students who go for an extended period
without the necessary mental health treatment have issues growing and continuing to
progress in society 6 (Rossen & Cowan, 2014). Dube and Orpinas (2009) stated,
“Absenteeism is an indicator of anxiety, depression and risky behaviors” (p. 1). Mental
health becomes an obstacle to school attendance for students struggling with any one of
the many mental health issues that face students. Having programs in place to help
students achieve better mental health has a positive impact on the student and the school
community as a whole. Interventions that assist students in ameliorating risky and
unhealthy behaviors and promoting healthy social development foster students' positive
practices (Adelman & Taylor, 2006). When schools provide in-school assistance, they can
help students who struggle. Merkangas et al. (2010) stated that one in five students have
struggled with severe mental illness. These numbers do not even factor in the students who
might not have an acute mental health concern but are struggling to find their way and
place at home, within themselves, or within the school community. Developing programs
that allow students to have easy access to within-school services help them to navigate
experiences that are challenging (Rossen & Cowan, 2014). Many obstacles might prevent
students from receiving proper mental health services outside of school. Families may
choose to ignore or not address the mental health concerns of their children. There are also
financial challenges that families face when trying to provide counseling for their children
(Swick & Powers, 2018). Other barriers may include language barriers, lack of flexibility
of parents to leave their job, transportation, and inadequate access to health care (Swick &
Powers, 2018). Providing counseling and mental health services within schools eliminates
the myriad barriers that families may face when trying to help their child. There is an ever-
growing need to 7 address mental health concerns within schools to help students become
productive and positive members of the school community and, ultimately, society.
Conceptual Framework The theoretical framework that has been used as the basis for this
research is founded on Maslow's hierarchy of needs that was developed in 1943 (McLeod,
2013). Maslow's hierarchy of needs builds on the theory that there are five different stages
of development that each human being needs to have satisfied. The lower needs must be
met before a person can move onto the next phase of development. The five various stages
vary from the lowest, which are physical needs, to the high levels, which are more
emotional needs (McLeod, 2013). Stage one is physiological; these needs include air,
water, and food (Hopper, 2020). The second stage is safety; these needs encompass
personal safety, resources, and health (Hopper, 2020). The third stage is love and
belonging, which comprise interpersonal relationships with people (Hopper, 2020). The
fourth stage is esteem, which states people need respect, self-esteem, and freedom
(Hopper, 2020). The fifth and final stage is self-actualization, which talks about the desire
to reach one's potential (Hopper, 2020). This theory relates to the research that is being
conducted. If a student does not feel safe at school as a result of mental health issues, they
will not be able to move onto the next phase, which potentially will hinder them from
functioning in a school setting. When looking at student needs through Maslow's hierarchy
of needs, it becomes vital that schools address the concerns of the whole student and not
just academic concerns that 8 may arise. This conceptual framework becomes the basis for
learning and growth for each student. Purpose of the Study The purpose of this convergent
mixed-methods study was to explore what influence, if any, a specific mental health
program in a Northeast high school had on absenteeism and tardiness for students serviced
by the school. "Convergent mixed method is a form of mixed methods design in which the
research converges or merges quantitative and qualitative data to provide a comprehensive
analysis of the research problem" (Creswell & Creswell, 2018, p. 15). Although numerous
studies have been published looking at the overall impact of counseling programs, none
has looked at this specific program or focused on the students' absences and tardy rates.
The mixed-method approach was appropriate for this study because it integrated
quantitative and qualitative data to allow for a total overview of the program. The mixed-
method approach allows for a deeper understanding of the program while still examining a
specific aspect of the program's impact at the High School. If the study had been just
quantitative, a valuable component of understanding the administration and teacher's
perceptions would be lost. Conversely, had the research merely been qualitative, it would
have been more challenging to ascertain the impact it has had on absences and tardy rates.
The mixedmethod approach allowed the study to examine both perceptions of the
administrators and teachers as well as the impact the program has specifically on absences
and tardiness. Descriptive statistics were utilized to determine the mean and the median of
a small sample or population (Witte & Witte, 2010). There are only 19 students who have
consistently been in the counseling program. As a result, the use of descriptive statistics 9
was appropriate for this study. The use of descriptive statistics allowed the researcher to
compare the means of absences and tardy rates for the years with and without the
counseling program (Witte &Witte, 2010). By looking at the students' attendance and
tardy rates, it would be possible to determine the effect, if any, the counseling program has
on the attendance rates for this specific group of students. Descriptive statistics also
allowed the researcher to determine the median of both attendance and tardiness. By
comparing the means and median, it would be possible to decide whether the counseling
program has affected attendance and tardy rates. The qualitative portion of the research
allows for a deeper understanding of the program's impact on high school. The interviews
were conducted in a natural setting and face to face to gain a deeper understanding of the
high school and the counseling program (Creswell & Creswell, 2018). The convergent
mixed-method approach allows for a holistic understanding of the impact of the program.
The effects of absenteeism and mental health have been an ongoing debate among
educators. However, there is little research the looks at both factors together. There has
also been no research conducted on the impact that this specific counseling program has
had on the High School. This research will contribute to the ongoing debate of
absenteeism and mental health services and this particular counseling program. Research
Questions The research questions were developed to explore the strength of the
relationship between absenteeism rates and tardiness and the impact that a specific mental
health provider has had on student attendance. The quantitative overarching research
question for this study was the following: What influence does this particular mental
health service 10 have on absenteeism rates and tardiness for the students that are serviced
in the counseling center? The qualitative overarching research question for the study is the
following: What is the perception of school administration and teachers regarding the
impact, if any, of the counseling program at the High School? When discussing the High
School impact, the research is looking to see if there has been an overall change positive
or negative that has occurred as a result of the counseling program. The impact was
looking at the High School as a whole and researching: besides the mental health
counseling that these specific students are receiving, are there broader effects for these
particular students and the general population of students. What have been, if any, the far-
reaching effects of the counseling program beyond those pertaining to the specific group
of students receiving mental health services? Research Question 1: What impact, if any,
has the counseling program had on attendance rates across grade levels for the students
who receive counseling services in the High School? Research Question 2: What impact,
if any, has the counseling program had on tardy rates across grade levels for the students
who receive counseling services in the High School? Research Question 3: What is the
perception of school administration and teachers regarding the impact, if any, of the
counseling program at the High School? 11 Null Hypotheses Null Hypothesis 1: It was not
possible to determine central tendencies between the counseling program and attendance
rates for students who receive counseling services in the High School. Null Hypothesis 2:
It was not possible to determine central tendencies between the counseling program and
tardy rates for students who received counseling services in the High School. Design and
Methodology This study was a convergent mixed-method study that used data contained
on the High School's student database system. This research study anonymously looked at
students attending individual and group counseling and determined whether since
beginning the program, their attendance rates and tardiness have been influenced. This
program began in February of 2019 and has been continually running since that time, even
providing counseling for specific students during the summer months. The quantitative
portion of the study focused only on this high school and the impact that the counseling
program has had on absenteeism and tardy rates since its inception. The qualitative portion
of this study focused on the perception that administration and teachers have on the overall
impact of the counseling program on the High School. This will allow the research to
expand its view of the program and the influence it has had on the High School since its
inception. To ascertain the administration’s and teachers’ perspectives, an interview was
conducted with each administrator, teacher, and counselor. The administrators and the
counselor who were interviewed have been critical to the overall implementation and
continuation of this program. The teachers who were 12 interviewed have all been
exposed to the counseling program and have knowledge of the program. Each individual
was asked a series of six questions. The questions all pertained to the overall impact that
the program has had on the high school. Independent/Predictor Variables The independent
variable was the students who have received individual or group counseling with a
certified, licensed psychotherapist. Student variables include student mobility and other
mitigating variables that influence students. This study looked at the impact that the
counseling has had on attendance rates and tardiness. Dependent/Outcome Variables One
dependent variable was the attendance rates and tardiness of the students who have
received individual or group counseling through this specific mental health service in the
high school. This study's potential sample is any student at high school who has received
sustained individual or group counseling with this service. Significance of the Study
Policymakers and educators emphasize the importance of mental health services for
students to improve education for students. Although there has been some research done
looking at how psychological health services within a school impact attendance rates, and
specifically at this High School, there has been no research conducted since the inception
of this program. For students to compete in a globalized marketplace, they need to attend
and be engaged in school. Chronic absenteeism is a college and career readiness indicator
on the NJ Performance Report. It is considered a significant predictor of how well a
student will perform once they graduate from high school. Therefore, more 13 research
must be conducted around absenteeism and mental health to increase student attendance in
high school. Providing comprehensive mental health services in school has continued to
grow, as more and more students are diagnosed with mental health issues or face social
and emotional problems. There has been a push to educate the whole student in education,
not just what needs to be taught in the classroom daily. The various impacts this program
has had overall on the High School can be better determined by interviewing
administration. The interviews with teachers allowed for a greater understanding of the
impact the program has had on the High School. This research can assist policymakers at
both the state and local levels and administrators when making decisions related to
budgeting and providing mental health services in school. This research will add to the
overall discussion of the impact that mental health has on student success. Looking at this
specific mental health service related to attendance will also add to the research on its
importance and its ability to predict a positive educational experience for students.
Limitations of the Study Certain limitations are related to this study. The information
reported in this study is a snapshot of a short period since the inception of this mental
health program at the High School. The improvement of grades or the overall mental
health of the students receiving the counseling services falls outside of the scope of this
study, although there may be impacts on both of these areas for the students. This study
did not account for the number of times that a student may have missed a counseling
session due to outside influences beyond the control of the student or the school. This
study did not consider the effectiveness of the counselor who was providing 14 the
services or whether the student was receptive to the counseling sessions. This study did
not account for students who may have been involved in any harassment, intimidation, or
bullying investigation conducted by the school. The subject of what the counselor
discusses with the student or the reason why a specific student was referred to the
counseling center is outside of the scope of this research. The results of this study cannot
be generalized due to the limited number of students in the population as well as the small
number of participants who were interviewed. The results of this study are specific only to
this one High School in this particular district. All participants were assumed to be open
and honest in their responses to the interview questions. Limiting the study to this one
High School, which had a limited number of students participating in the counseling
program, limited the ability to generalize the quantitative findings. During the qualitative
research the participants provided answers based on their own experiences and beliefs.
The administrators who participated in the study were also closely involved in the
implementation and success of the program. Therefore, their answers may reflect specific
views that cannot be generalized and may not apply to the entire school population. There
were only a small number of teachers interviewed; therefore, their opinions cannot be
widespread. This researcher hopes that this study will add the ever-growing literature on
providing mental health services to students