School Perceptions of Truant Adolescent Boys

Abstract

CEC and PL94–142 have given increased recognition to school responsibility for meeting the needs of behaviorally disturbed children. Adequately serving these students requires in-depth understanding of their perceptions of the school environment. To investigate these perceptions, 15 truant junior high boys were interviewed in-depth. Their perceptions were compared with those of 15 nontruant boys and with the responses of 15 faculty members who reported their perceptions of how truants view school. The truants perceived school as associated with authority, confrontations, discomfort, and lack of success. Faculty held several misconceptions about the school perceptions of truants. The results are related to research, theories of delinquency, and educational intervention.