A study of school systems practising case management to address non-attendance and other issues in Japanese elementary and junior high schools

Abstract

This study examined a teacher-centred school system in Japan that promotes case management, alongside its influencing factors and improvement areas. A survey involving semi-structured interviews was conducted with 12 school counsellors, school social workers, and coordinator teachers with three or more years of experience in assisting children in public elementary and junior high schools. Results showed that information consolidation within each school, case assignment, monitoring, and evaluation differ between schools and that no school has a clearly defined system. Having a key person for case management in schools and identifying improvement areas for shaping the school system are necessary.