Validating an Integrated Therapeutic Case Management Framework for School Attendance: A Bioecological Practice Model

There is a mounting call for integrated approaches at school and system levels that recognise the bioecological context of school attendance problems. This study conceptually validates the Attendance Focused Therapeutic Case Management model (TCM), a bioecologically framed Tier 3 case management framework delivered within a large non-government schooling system in Australia. Using a pragmatic service evaluation design, we examined ecological coherence, construct alignment, and outcome behaviour of the model under real world conditions. Data was drawn from 708 referrals collected between May 2020 and December 2024. Paired data analysis was undertaken across 484 students who were supported through the TCM framework. Findings reveal that students typically presented with, multidimensional barriers that extended from emotionally based school avoidance to include patterns such as parent withdrawal, medical absence and exclusion. Across the treatment cohort, attendance change was small. Students with complex attendance patterns showed statistically significant improvement with a small effect size. Most students remained connected to education at case closure. Results suggest that by coupling therapeutic casework with coordinated system supports, TCM provides a promising framework for schools seeking to embed attendance supports within Multi- Tiered System of Supports.