Influencing factors of the accompanying practice process for Teenagers with School Attendance Problems

In recent years, the issue of school attendance has become one of the widely concerned educational challenges in the global education field. Although various psychological intervention methods for this problem have been developed at present, there is still a significant gap in the practice of systematic and professional companion intervention in China. This study recruited six adolescents with school attendance difficulties and their parents who volunteered to participate as research subjects. The research was conducted through multiple online and offline practical companionship experiences, adopting narrative inquiry method combined with observation, interviews and physical data collection, to deeply explore the companionship process itself and various influencing involved. The study found that in the practice of accompanying adolescents, multiple factors interact and influence the effectiveness of companionship. The influencing factors of the companionship process can be divided into subjective and objective aspects: subjective factors stem from the individual characteristics and interaction patterns of the companions, adolescents and parents; objective factors include family living environment, holidays and family arrangements, and external interference caused by the spread of epidemic viruses. This study provides local experience for the intervention practice of adolescents with school attendance difficulties in China, and also offers targeted references and guidance for practitioners who carry out companion programs in the future.