生活保護定時制高校生の修学継続要因に関する研究 : 当事者インタビューの分析より

A study of the factors that help evening school students on welfare to keep attending school : based on an analysis of interviews with evening high school students

Creators Uchida Mitsunori

本研究では、現在、修学を継続している生活保護世帯の定時制高校生へのインタビュー調査の内容について、質的研究の手法を用いて、全日制高等学校に比べて中途退学率の高い定時制高等学校への修学を継続していくためには何が必要かその構造を明らかにした。分析の結果、まず、生活保護世帯の定時制高校生が現在順調に修学を継続している要因として、[自分のことを思ってくれる人の存在]、[環境の変化]、[学習内容の理解]、[就職への意欲]、[自己管理能力の修得]の5項目に整理し、その構造を明らかにした。次に、これらの修学継続要因を促進する支援者のかかわり方から、肯定的または否定しない態度、傾聴の姿勢に基づくパートナーシップ、エコロジカル視点に基づく個別化によるエンパワメント支援、自己肯定感の醸成へとつながるストレングス視点、自己選択・自己決定というソーシャルワーク視点を考察するとともに、それらの視点をふまえて、定時制高校生の修学継続を促進させている家庭、学校、福祉事務所（公的機関）、社会資源から形成されるネットワークモデルを提示した。

A qualitative study was conducted to identify what factors evening high school students need in order to keep attending a school with a higher dropout rate as compared to a full-time high school and to reveal the mechanisms of these factors, using the results of interview-based research on evening school students on welfare. As a result of the analysis, five factors that help students who are successfully attending school at present were identified : the existence of a person who cares about the student, environmental change, understanding of the content of school lessons, eagerness to find employment, and acquisition of self-management skills. The mechanism of how these factors work was also defined. Considering the ways in which the supporters who facilitate these factors are involved with the students, the following aspects of support were discussed: a partnership based on a non-judgmental attitude and attentive listening, empowerment support through individualization based on the environment, the perspective of strength that leads to fostering of the sense of selfaffirmation, and the perspective of social work, such as self-choice and self-determination. The network model, comprising the family, school, welfare office (public agency), and social resource, is presented to show how these aspects facilitate the attendance of evening high school students.

[ISSN]2189-4825