The main problem was that the pupil did not want to go to school, which stretched from the sixth to the ninth grade. There were already signs of attendance problems in the first grade, but the situation worsened significantly in the second grade. Both the student and his mother made excuses, and due to his absence, he lacked knowledge, as the subjects of Czech, mathematics and English follow each other. The mother said she had a phobia of school, but the psychiatrist suggested more of a personality disorder. The student missed a lot and felt that his classmates were laughing at him. Several meetings were held with the student and the mother, and the case was referred to the school psychologist and other professionals. In the fifth grade, the student lived with his mother, his father did not see him, and the absence exceeded 200 hours. In the sixth grade, the situation improved thanks to interviews and work with the student, but in the seventh grade, the problems returned and a school psychologist was deployed. After talking with the mother and the pupil, the situation improved for a while, but in the eighth year the problems returned and the pupil stopped going to school. The mother began to cooperate with the psychiatrist, but despite many negotiations, a stay in an educational care center was finally prepared for the pupil, to which the mother agreed, but eventually backed out of the plan. The school tried to support the pupil, but the absences persisted and the pupil was assessed insufficiently, although he successfully completed compulsory schooling. The student's mother constantly apologized and was desperate, which was very difficult for her mentally.
The student had increased absenteeism and attendance problems since the first grade. In the fifth grade, the absence exceeded 200 hours and the school had to address the situation. In the sixth grade the situation improved, but in the seventh grade the problems returned and a school psychologist was deployed. In the eighth grade, the situation worsened and the student stopped going to school. The mother started working with a psychiatrist, but despite many negotiations, a stay in an educational care center was finally arranged for the pupil, to which the mother agreed, but eventually backed out of the plan.
Attendance problems
The school tried to solve the situation gradually, with the help of the school psychologist, social workers and a psychiatrist. Several meetings were held with the student and the mother, and the case was referred to the school psychologist and other professionals. In the eighth grade, the pupil was reported to a social worker and the mother began working with a psychiatrist. In the end, a stay in an educational care center was prepared for the student, but the mother backed out of the plan.
Interview, Cooperation with experts
Despite many negotiations and preparation for a stay in the educational care center, the mother eventually backed out of the plan and the student finished school with a lot of absences, but was classified. His mother still tended to excuse him and was desperate. The student was expelled for truancy in high school and became very shy and addicted to computer games. The school tried to support the pupil, but in the end focused on other pupils where it mattered.
12 - 15let, po celou dobu studia na 2. stupni ZŠ
Počítačové hry
Lhaní,Odmlouvání
Vysoká škola, učitelství 2. Stupně, Český jazyk – Rodinná výchova (Výchova ke zdraví)
Hlavní problém spočíval v tom, že žák nechtěl chodit do školy, což se táhlo od šestého do devátého ročníku. Již na prvním stupni byly patrné náznaky problémů s docházkou, ale situace se výrazně zhoršila na druhém stupni, tam to pokročilo do fáze, kdy už s tím nešlo nic dělat. Vymlouvání ze strany žáka i matky. Kvůli absenci mu chyběly znalosti. Učivo v češtině, matematice a angličtině na sebe navazuje, tudíž se tam přestal chytat úplně. 
Již na prvním stupni byly náznaky problémů a zvýšená absence. Výrazně to začalo v páté třídě, kdy absence překročila 200 hodin. Chlapec žil s matkou, otec se s ním prakticky nevídal. Matka uváděla, že má fóbii ze školy, ale psychiatr naznačoval spíše poruchu osobnosti. Žák hodně zameškal a cítil se, že se mu spolužáci smějí.
Škola se snažila situaci řešit postupně, s pomocí školní psycholožky, sociálních pracovníků a psychiatra. Bylo uskutečněno několik setkání se žákem a matkou. V šesté třídě se situace dařila zvládat s pomocí rozhovorů a a prácí s žákem. V sedmé třídě, kdy se situace zhoršovala, byla nasazena školní psycholožka. V osmé třídě jsme žáka hlásili na OSPOD. Matka mezitím začala spolupracovat s psychiatrem. Nakonec byl pro žáka připraven pobyt ve středisku výchovné péče, ale matka z plánu vycouvala.
Žák školu dokončil s velkou absencí, ale byl klasifikován. Matka ho pořád měla tendenci omlouvat a byla zoufalá. Žák byl na střední škole vyhozený za absenci a stal se velmi plachým a závislým na počítačových hrách. Škola se snažila žáka podpořit, ale nakonec se věnovala jiným žákům, kde to mělo nějaký význam.