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School Psychologists’ Experiences of the EAGLE Intervention for School Attendance: A Qualitative Study
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DOI：10.1177/08295735261473704.png)
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Abstract
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<jats:p>School attendance problems (SAPs) are complex, multifaceted issues requiring early, collaborative interventions. This qualitative study explored school psychologists’ experiences of delivering the EAGLE intervention—a structured, 10-week collaborative approach involving joint assessments and parental counseling—to address SAPs in elementary school (children age 6–9). Semi-structured interviews were conducted with nine school psychologists who each led an EAGLE intervention case in Malmö, Sweden. Data was analyzed using thematic analysis. Two main themes emerged: Transitioning from Conflict to Common Ground and The Method—Structure as a Prerequisite for Change. Psychologists reported that the intervention shifted the home–school dynamic from blame to shared responsibility by recognizing family needs and fostering a shared understanding of the child’s absenteeism. The structured framework provided predictability, while the psychologist’s role as a neutral mediator enabled them to synthesize information and validate parents’ experiences, making the complex situation comprehensible. The EAGLE intervention shows promise as an early intervention for school attendance problems. School psychologists are well positioned to lead such structured, collaborative efforts, utilizing their clinical competence to bridge the gap between home and school, thereby helping to bridge the gap between home and school in support of vulnerable students.</jats:p>
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