Publication Date
1-1-2022
Document Type
Article
Publication Title
Continuity in Education
Volume
3
Issue
1
DOI
10.5334/cie.40
First Page
41
Last Page
57
Abstract
The RUMERTIME Process (RP) is a five-step culturally responsive social-emotional, problem-solving, prevention-intervention strategy used to educate, equip, and empower students, educators, and families. The RP equips individuals with the abilities to recognize, understand, manage, express, and reflect on their thoughts, interactions, mindsets, and emotions (RUMERTIME) in relation to themselves, others, and the daily life challenges they face within multiple systems and settings. The RP is embedded within the Cultivating SEEDS System framework (CSS) and is utilized to equip culturally diverse communities, inclusive of students, family members, educators, and administrators, with the social-emotional skills to effectively solve student attendance problems (SAPs). The data shared in this practice intervention article are descriptive in nature and highlight the RP as a protective factor and explain its three goals. The paper consists of three parts: (a) introduction of the RP, which is embedded in the CSS framework; (b) description of implementation of the RP as integral to the Daytime Intervention Room (DIR) program; and (c) discussion of risk factors that qualified students to receive services through the DIR program as well as data that demonstrated how the RP performed as a protective factor. The DIR program was aimed at creating an alternative to out-of-school suspension (OSS) and the traditional punitive in-school suspension (ISS). The program was established in each of the four schools in an urban high-needs school district in the midwest region of the United States. The DIR program was intentionally designed to include multiple levels, stakeholders, and delivery support, thus creating a solid base for the holistic development of students, educators, and parents. In conjunction with the CSS framework, the DIR program sought to increase academic performance, decrease the number of behavior referrals, and improve attendance rates in this high-needs urban school district.
Keywords
Cultivating SEEDS System®, RUMERTIME Process, school attendance problems, social-emotional education
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Public Health and Recreation
Recommended Citation
Yvonne Larrier, Monica Allen, Arline Edwards-Joseph, Geneva Fleming, and Vanessa Kelleybrew. "The RUMERTIME Process as a Protective Factor in School Attendance Problems" Continuity in Education (2022): 41-57. https://doi.org/10.5334/cie.40
