Main Article Content
This study employs qualitative research methods to explore the performance of school students in reading motivation, sincerity, and achievement and the perceived role of a school social worker in Tanguar Haor inhabitants of rural Sunamganj in Bangladesh. Findings of the study suggest that the stakeholders in rural education in haor areas are keen to see the students’ achievements in reading, motivation, and academic performance but unaware of how to improve. This paper argues that social workers have a significant role to play in rural areas, particularly in remote places like haor areas, to enhance students’ performances and academic achievements in the school as well as to improve the quality of education services in those areas.
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material
- for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
How to Cite
AACAP (2014). American Academy of Child and Adolescent Psychiatry (AACAP) Retrieved from https://www.aacap.org/aacap/policy_statements.
Ađalsteinsdóttir, K. (2004). Teachers' behaviour and practices in the classroom. Scandinavian Journal of Educational Research, 48(1): 95-113.
Ahmed, J. U., Ashikuzzaman, N. M., & Mahmud, A. S. M. (2017). Social innovation in education: BRAC boat schools in Bangladesh. Journal of Global Entrepreneurship Research, 7(1), 20.
Alexander, K., Taggart, A. & Thorpe, T. (1997). Teacher renewal through curriculum innovation: Changing teachers' pedagogies and programs, Issues in Educational Research, 7(1): 1-18.
Allen-Meares, P. (1994). Social work services in schools: A national study of entry-level tasks. Social Work, 39(5): 560-565.
Al-amin, M. & Greenwood, J. (2018). The examination system in Bangladesh and its impact: on curriculum, students, teachers and society. Language Testing in Asia. 8 (1):4.
Al-Zoubi, S. M., & Younes, M. A. B. (2015). Low academic achievement: causes and results. Theory and Practice in Language Studies, 5(11): 2262-2268.
Amin, M. S. & Hossain, M. S. (2012). Haor. In Islam, S. & Jamal A. A. (eds). Banglapaedia: National EncycloPaedia of Bangladesh (Second ed.). Asiatic Society of Bangladesh.
Andrews, A., McCabe, M., & Wideman-Johnston, T. (2014). Mental health issues in the schools: are educators prepared?. The Journal of Mental Health Training, Education and Practice.
Archambault, I., Janosz, M., Fallu, J-S, & Pagani, L, S. (2009). Student engagement and its relationship with early high school dropout, Journal of Adolescence, 32 (3): 651-670.
Arslan, G., Allen, K. A., & Tanhan, A. (2020). School bullying, mental health, and wellbeing in adolescents: mediating impact of positive psychological orientations. Child Indicators Research, 1-20.
Attwood, G., & Croll, P. (2006). Truancy in secondary school pupils: Prevalence, trajectories and pupil perspectives. Research papers in education, 21(4), 467-484.
Balfanz, R., & Legters, N. (2005). No Child Left Behind and Reforming the Nation’s Lowest Performing High Schools: Help, Hindrance, or Unrealized Potential? Baltimore: Johns Hopkins University, Center for Social Organization of Schools.
BHWDB (2012). Master Plan of Haor Areas, Ministry of Water Resources. Bangladesh Haor and Water Development Board (BHWDB), Government of Bangladesh.
BLAST & IID (2012). Violence against Children in Education Institute Settings. Bangladesh Legal Aid and Services Trust (BLAST) & Institute of Informatics and Development (IID).
Blum, R. W., Beuhring, T., & Rinehart, P. M. (2000). Protecting teens: Beyond race, income, or family structure. Princeton, NJ: Robert Wood Johnson Foundation.
BRAC (2016). Boat School, Bangladesh Rural Advancement Committee (BRAC) http://www.brac.net/education-programme
Chowdhury, W. S. (2005). How universal primary education in Bangladesh: A case study of the area. Population poverty and social development (PPSD). http://hdl.handle.net/2105/9204. Accessed 24 Oct 2021
Constable, R. (2009). The role of the school social worker. School social work: Practice, policy, and research, 3-29.
CARE (2016). CARE Bangladesh Programme Strategy: Haor Region (2015-2020), Cooperative for Assistance and Relief Everywhere (CARE).
Costin L. B. (1969). A Historical Review of School Social Work. Social Casework, 50(8):439- 453. doi:10.1177/104438946905000801
Dane, B. O. & Simon, B. L. (1991). Resident Guests: Social Workers in Host Settings, Social Work, 36(3): 208-213. Oxford University Press.
Dalton, B., Glennie, E., Ingels, S., & Wirt, J. (2009). Late high school dropouts: Characteristics, experiences, and changes across cohorts: A descriptive analysis report. Washington, DC: Institute of Educational Sciences.
Doll, J. J., Eslami, Z., and Walters, L. (2013). Understanding Why Students Drop Out of High School, According to Their Own Reports: Are They Pushed or Pulled, or Do They Fall Out? A Comparative Analysis of Seven Nationally Representative Studies, SAGE Open, 2013:1-15
Dos, Izzet & Sağir, Mahmut & Cetin, Remzi. (2015). Classifying Daily Problems of School Managers. Procedia - Social and Behavioural Sciences. 197. 2040-2045.
Egbochuku, E. O., & Aihie, N. O. (2009). Peer Group Counselling and School Influence on Adolescents' Self-Concept. Journal of Instructional Psychology, 36(1).
Finn, J. D. (1993). School Engagement & Students at Risk, National Education Longitudinal Study, 1988. Washington, DC: National Center for Education Statistics.
Freeman J, Simonsen B. (2015). Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates: A Systematic Review of the Literature. Review of Educational Research. 85(2): 205-248.
Fox, C. L., & Butler, I. (2009). Evaluating the effectiveness of a school-based counselling service in the UK. British Journal of Guidance & Counselling, 37(2): 95-106.
Frey, A.J., Raines, J. C., Sabatino, C.A., Alvarez, M.E., Lindsey, B.C., McInerney, A., & Streeck, F. (2017). The national school social work model. In L. Villarreal Sosa, T. Cox, & M. Alvarez. School Social Work: National Perspectives on Practice in Schools. New York, NY: Oxford University Press.
Gil, Alfonso & García-Alcaraz, Jorge & Mataveli, Mara. (2018). The effect of learning culture on training transfer: empirical evidence in Spanish teachers. The International Journal of Human Resource Management. 32(2018) 1-24.
Goldschmidt, P., & Wang, J. (1999). When can schools affect dropout behaviour? A longitudinal multilevel analysis. American Educational Research Journal, 36(4):715–738.
Hall, C., Hall, E., & Hornby, G. (Eds.). (2003). Counselling Pupils in schools: Skills and strategies for teachers. Routledge.
Haq, M. N. (2008). Policy Analysis on Physical and Humiliating Punishment in Bangladesh. Dhaka: Save the Children Sweden-Denmark (SCSD).
Hare, I. (2004). Defining Social Work for the 21st Century, The International Federation of Social Workers' Revised Definition of Social Work. International Social Work, 47: 407-424.
Hasan, M. (2007). Probability of Applying School Social Work in Bangladesh: A Study on Schools in Sylhet City. SUST Studies, 9(3), 88-106.
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone. Cooperative, competitive and individualistic learning (5th ed.). Boston, MA: Allyn & Bacon.
Jordan, W. J., Lara, J., & McPartland, J. M. (1994). Exploring the complexity of early dropout causal structures. Baltimore, MD: Center for Research on Effective Schooling for Disadvantaged Students, The John Hopkins University.
Jordan, W. J., Lara, J., & McPartland, J. M. (1996). Exploring the causes of early dropout among race-ethnic and gender groups. Youth & Society, 28: 62-94.
Kazal, M. M. H., Villinueva, C. C., Hossain, M. Z., & Das, T. K. (2010). Food security strategies of the people living in Haor areas: status and prospects. American International University, Dhaka, Bangladesh.
Keppens, G., & Spruyt, B. (2017). The development of persistent truant behaviour: an exploratory analysis of adolescents’ perspectives. Educational Research, 59(3), 353-370.
Keppens, G., & Spruyt, B. (2020). The impact of interventions to prevent truancy: A review of the research literature. Studies in Educational Evaluation, 65, 100840.
Khan, H., Ali, A., Khan, R., & Zia, Y. A. (2013). Social constraints to female higher education in Pakhtoon society. European Journal of Business and Social Sciences, 2(4), 25-31.
Lawrent, G. (2012). The Impact of Punishment on Student Learning: Experiences from Basic and Secondary Education in Tanzania. GRIN Verlag.
Lázaro, S., Urosa, B., Mota, R., & Rubio, E. (2020). Primary Education Truancy and School Performance in Social Exclusion Settings: The Case of Students in Cañada Real Galiana. Sustainability, 12(20), 8464.
Maekae, J. (2013). The role of education in national development: the Nigerian experience. European Scientific Journal, 9(28): 312-320.
Mann, M. J., Kristjansson, A. L., Sigfusdottir, I. D. & Smith, M. (2014). The Impact of Negative Life Events on Young Adolescents: Comparing the Relative Vulnerability of Middle Level, High School, and College-Age Students, Research in Middle-Level Education. 38:1-13.
MoE (2010). National Education Policy 2010. Ministry of Education (MoE). Retrieved from http://old.moedu.gov.bd/index.php
MoWCA (2011). National Child Policy-2011, Ministry of Women and Children Affairs (MoWCA). Retrieved from http://ecd-bangladesh.net/document/documents/National-Children-Policy-2011-English-04.12.2012.pdf
Migali, G. & Zucchelli, E. (2017). Personality traits, forgone health care and high school dropout: Evidence from US adolescents, Journal of Economic Psychology, 62(2017): 98-119,
Mohiuddin H. Khatun A. Kamal M (2012). Corporal Punishment in BangladeshSchool System: An Analytical Appraisal of Elimination Strategy Directions. ASAUniversity Review, Vol. 6 No. 2.
Mortimer, J. T., Zhang, F. L., Hussemann, J., & Wu, C. Y. (2014). Parental economic hardship and children's achievement orientations. Longitudinal and life course studies, 5(2), 105.
NASW (2002). National Standards for School Social Work Services. National Association of Social Workers (NASW) Retrieved from https://www.socialworkers.org
Newsome, W., Anderson-Butcher, D., Fink, J., Hall, L., & Huffer, J. (2008). The impact of school social work services on student absenteeism and risk factors related to school truancy. School Social Work Journal, 32: 21-34.
Paula, A-M, Katherine, L. M., & Johnny S. K. (2013). School-based Social Work Interventions: A Cross-National Systematic Review. Social Work, 58(3): 253–262.
Pittman, R. B., & Haughwout, P. (1987). Influence of high school size on dropout rate. Educational Evaluation and Policy Analysis, 9(4): 337–343.
Raaijmakers, M. A. J., Smidts, D. P., Sergeant, J. A. et al. (2008). Executive Functions in Pre-school Children with Aggressive Behaviour: Impairments in Inhibitory Control. Journal of Abnormal Child Psychology 36 (7): 1097-1107.
Rabbani, M., Rahpaymaelizehee, S., Pourrajab, M., & Fallahi, B. (2014). Child Abuse by Teachers and Legal Ways to Encounter in Rural Areas. Journal of Educational, Health, and Community Psychology, 3(2): 2014.
Rabby, T. G., Alam, G. M., Fredericks, L. J., Nair, S., NurulAzam, M., Al-Amin, A. Q., Kamluddin, S. M., Khan, I. (2011). What offers solution to the poverty reduction of the Haor people in Bangladesh? Seasonal migration or a new inshore economic livelihood policy. African Journal of Business Management, 5(23): 9979-9991
Raju, M. N. A. (2013). Haor education: Should distance be the barrier? (The) Daily Star, http://archive.thedailystar.net/beta2/news/Haor-education-should-distance-be-the-barrier.
Sarif, S. M. K., Kabir, M. H., Sultana, S., Mahmud, M. S., & Mahjabun, S. (2016). Socioeconomic conditions, agricultural practices, and communication status of the vulnerable Haor people in Bangladesh. American Journal of Rural Development, 4(4):100-104.
SSWAA (2003). School Social Work Services, School Social Work Association of America (SSWAA). Retrieved from https://www.sswaa.org/school-social-work
Shaterloo, A., & Mohammadyari, G. (2011). Students counselling and academic achievement. Procedia-Social and Behavioural Sciences, 30 (2011): 625-628.
Shelemy, L., Harvey, K., & Waite, P. (2019). Secondary school teachers’ experiences of supporting mental health. The Journal of Mental Health Training, Education and Practice.
Sosa, L. V., & Nuckolls, R. (2018). School Social Workers: A Call to Action in Support of Human Rights. International Journal of School Social Work, 3(1): 1-9.
Vosler, N. R. & Proctor, E. K. (1990). Stress and competence as predictors of child behaviour problems, Social Work Research and Abstracts, 26 (2): 3-9.
Wodon, Q. (2017). Child marriage and education: impacts, costs, and benefits. The World Bank (https://www.globalpartnership.org/blog/child-marriage-and-education-impacts-costs- and-benefits).
Yahia, F. B., Essid, H. & Sonia Rebai, S. (2018). Do dropout and environmental factors matter? International Journal of Educational Development directional distance function assessment of Tunisian education efficiency, 60 (2018): 120-127
Zuilkowski, S. S., Jukes, M. C. H. & Dubeck, M. M., (2016). “I failed, no matter how hard I tried”: A mixed-methods study of the role of achievement in primary school dropout in rural Kenya, International Journal of Educational Development, 50 (2016):100-107.