Student Guidance in Practice: Bullying and Non-Attendance (Futoko)

Rationale

MEXT's own 2024 policy foregrounds the rise in bullying and truancy and the systemic response (dedicated staff, team school). Student guidance is one of the five core teacher domains and among the most emotionally and legally demanding. The Act for the Promotion of Measures to Prevent Bullying imposes specific duties on schools, including the requirement to have a basic bullying-prevention policy and to respond organizationally to serious cases. Non-attendance (futoko) is tracked as a separate but overlapping national priority, with MEXT funding education support centers and free schools as re-entry pathways. This course equips teachers to recognize, document, and respond to both bullying and non-attendance within the school's organizational framework, using the training-history record (kenshu rireki) to evidence their professional growth in Domain 3.

Part I: Foundations (Lessons 1-4)

Lesson 1. What seito shido is

The lesson opens by defining student guidance (seito shido) as the organized, intentional support schools provide for pupils' social, emotional, and behavioral development. Participants examine how seito shido differs from instructional guidance (gakushu shido) while remaining interdependent with it. The lesson traces the scope of student guidance in Japanese schools: individual counseling, group guidance through homeroom and Special Activities (tokkatsu), and the school-wide disciplinary and welfare framework. Participants read the MEXT 2024 five-domain framework, noting that Domain 3 (student guidance) is positioned as a distinct but integrated professional responsibility. The lesson emphasizes that seito shido is not a single teacher's task but a whole-school organizational function. Participants discuss how their own schools currently structure student guidance and identify gaps between the ideal and their daily practice. After the lesson, participants can articulate the scope of seito shido and locate it within the five-domain framework.

Lesson 2. The statutory definition of bullying

This lesson presents the legal definition of bullying (ijime) under the Act for the Promotion of Measures to Prevent Bullying. Participants learn that the definition is deliberately broad: it covers any act by a pupil that causes physical or psychological suffering to another pupil, occurring on or off school grounds, including through information and communication technology. The definition includes acts directed at a specific pupil, whether committed individually or in a group, and regardless of whether the target resists. Participants examine the definition's key elements: the relationship between the parties, the location of the act, and the nature of the harm. The lesson contrasts the legal definition with common-sense or narrower understandings of bullying, showing why a broad definition supports early detection. Participants analyze case vignettes to practice applying the definition. After the lesson, participants can identify whether a given incident meets the statutory definition of bullying.

Lesson 3. The school's duty to have a bullying-prevention basic policy

The lesson explains the statutory requirement for every school to formulate and publish a basic policy on bullying prevention. Participants examine the required components: prevention measures, early detection procedures, response protocols for confirmed cases, and coordination with external agencies. The lesson discusses how the policy must be reviewed periodically and made accessible to parents and the community. Participants compare sample policies from different prefectures and school levels, noting variations in structure and emphasis. The lesson emphasizes that the policy is not a static document but a living framework that guides daily practice. Participants audit their own school's policy against the statutory requirements and identify areas for improvement. After the lesson, participants can evaluate a school bullying-prevention policy for completeness and legal compliance.

Lesson 4. Recognizing and recording bullying

This lesson develops participants' ability to detect bullying in its early stages. Participants learn the behavioral, emotional, and academic indicators that may signal bullying: changes in attendance, withdrawal from peer activities, physical complaints, damaged belongings, and unexplained injuries. The lesson distinguishes between direct bullying (physical, verbal) and indirect bullying (social exclusion, rumor-spreading, cyberbullying). Participants practice systematic observation and documentation using a structured recording format aligned with the school's basic policy. The lesson addresses the organizational duty to detect: teachers are not expected to investigate but to observe, record, and report. Participants discuss the tension between early detection and over-surveillance, and how to maintain trust while fulfilling the detection duty. After the lesson, participants can recognize early indicators of bullying and record observations in a legally sound manner.

Part II: Core Practice (Lessons 5-10)

Lesson 5. Serious cases (judai jitai)

The lesson defines serious bullying situations (judai jitai) under the Act: cases where the victim's life, body, or property is threatened, or where the victim is forced to miss school for a prolonged period. Participants learn the legal threshold for escalation and the school's duty to investigate and report serious cases to the board of education. The lesson distinguishes between the school's internal response and the board's investigative role. Participants examine case examples of serious situations, including cases involving physical injury, extortion, and sustained social isolation leading to non-attendance. The lesson emphasizes that the school must act immediately upon identifying a serious situation, without waiting for a formal complaint. Participants practice the escalation protocol: notification to the principal, convening the bullying-response committee, contacting the board of education, and supporting the victim. After the lesson, participants can identify serious bullying situations and initiate the required organizational response.

Lesson 6. The organizational response

This lesson moves from individual teacher action to the school's organizational response. Participants learn the structure and function of the school's bullying-response committee (ijime taisaku iinkai), which the Act requires to handle confirmed cases. The committee typically includes the principal, the student-guidance lead, the homeroom teacher, the school counselor, and other relevant staff. Participants examine the committee's responsibilities: assessing the situation, planning interventions, coordinating with external agencies, and monitoring outcomes. The lesson discusses the "team school" concept from MEXT 2024, which positions the entire staff as collectively responsible for student guidance. Participants role-play a committee meeting responding to a confirmed bullying case, practicing decision-making under time pressure. After the lesson, participants can describe the organizational response structure and contribute effectively to a bullying-response committee.

Lesson 7. Understanding futoko

The lesson defines non-attendance (futoko) as the condition of a pupil who is enrolled but does not attend school for 30 or more days per year for reasons other than illness or economic factors. Participants examine MEXT's tracking data showing rising futoko rates across elementary and junior high schools. The lesson distinguishes futoko from school refusal (toko kyohi), truancy, and absenteeism due to illness, noting that futoko is an administrative category, not a clinical diagnosis. Participants explore the multiple causes of futoko: bullying, academic difficulty, family issues, developmental differences, and social anxiety. The lesson emphasizes that futoko is not a moral failing of the child or family but a signal that the school environment needs adjustment. Participants discuss the stigma surrounding futoko and how to approach the issue with empathy and professionalism. After the lesson, participants can define futoko, understand its prevalence, and identify its common causes.

Lesson 8. First responses to emerging absence

This lesson provides practical strategies for responding when a pupil begins to miss school. Participants learn the importance of early contact: reaching out to the family within the first few days of absence, expressing concern rather than blame, and gathering information about the pupil's circumstances. The lesson covers home visits, telephone calls, and written communication, with attention to cultural sensitivity and legal boundaries. Participants practice scripting initial contacts that avoid accusatory language and open a collaborative dialogue. The lesson addresses the teacher's emotional response: frustration, worry, and the temptation to pressure the family. Participants discuss how to maintain a supportive stance while documenting the absence pattern for the school's records. After the lesson, participants can initiate a supportive first response to emerging non-attendance.

Lesson 9. Support routes for absent students

The lesson maps the support pathways available for pupils experiencing futoko. Participants learn about education support centers (kyoiku shien center), which provide counseling, small-group instruction, and re-entry programs. The lesson covers free schools (furitsu gakko) as alternative educational settings, and the legal framework under the Act on Securing Educational Opportunities (kyoiku kikai kakuhoho). Participants examine the re-entry process: gradual reintegration through part-time attendance, resource-room support, or placement in a special class. The lesson discusses the role of the school counselor and school social worker in coordinating support. Participants analyze case studies of pupils who successfully re-entered school after prolonged absence, identifying the factors that supported their return. After the lesson, participants can identify appropriate support routes for absent pupils and coordinate referrals.

Lesson 10. The dedicated student-guidance teacher role

This lesson examines the new role of the dedicated student-guidance teacher (seito shido shunin) assigned to all junior high schools under MEXT 2024 policy. Participants learn the responsibilities of this role: coordinating the school's student-guidance efforts, leading the bullying-response committee, managing the futoko support system, and liaising with external agencies. The lesson discusses how the role differs from the homeroom teacher's responsibilities and how the two roles complement each other. Participants examine the training and qualifications required for the role and the relationship with the principal and the research chief (kenkyushunin). The lesson addresses the challenges of the role: workload, emotional demands, and the need for boundary-setting. Participants who hold or aspire to this role discuss strategies for effectiveness. After the lesson, participants can describe the dedicated student-guidance teacher role and its place in the school organization.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Working with the school counselor and social worker

The lesson focuses on inter-professional collaboration within the team school framework. Participants learn the distinct roles of the school counselor (sukuru kaunsera) and school social worker (sukuru sosharu waka), their training backgrounds, and the types of cases each handles. The lesson covers referral protocols: when to refer, how to prepare a referral, and how to maintain communication after referral. Participants examine the legal and ethical boundaries of information sharing between teachers and mental health professionals. The lesson discusses the school counselor's role in crisis intervention, individual counseling, and staff consultation, and the school social worker's role in family support, community resource coordination, and home visits. Participants practice making a referral using a structured format. After the lesson, participants can collaborate effectively with school counselors and social workers.

Lesson 12. Classroom climate and prevention

This lesson shifts from reactive to preventive guidance. Participants learn how classroom climate directly affects bullying and non-attendance rates. The lesson covers preventive strategies embedded in the Courses of Study's Special Activities (tokkatsu): class meetings, group activities, and whole-school events that build belonging and mutual respect. Participants examine the role of the homeroom teacher in establishing norms, modeling respectful communication, and addressing microaggressions before they escalate. The lesson discusses the concept of "classroom management" (gakkyu keiei) as distinct from discipline, focusing on creating a supportive learning environment. Participants design a preventive classroom activity aligned with their grade level and school context. After the lesson, participants can implement preventive classroom strategies that reduce the likelihood of bullying and non-attendance.

Lesson 13. Parent and community concerns

The lesson addresses the challenging task of managing parent and community concerns while protecting the child's welfare. Participants learn the legal and professional boundaries of communication with parents about bullying and non-attendance cases. The lesson covers common parent reactions: denial, blame, anger, and requests for confidentiality. Participants practice difficult conversations: informing parents that their child has been bullied, informing parents that their child has bullied others, and discussing a pupil's non-attendance with the family. The lesson addresses the teacher's workload implications: the time and emotional energy required for parent communication, and the importance of involving the principal or student-guidance lead in complex cases. Participants discuss strategies for maintaining professional boundaries while building trust with families. After the lesson, participants can manage parent and community concerns in student-guidance cases.

Lesson 14. Documentation and the training record

This lesson teaches participants how to document student-guidance casework for the training-history record (kenshu rireki). Participants learn that the kenshu rireki is not a case file but a professional-development record that shows how the teacher has grown through practice. The lesson covers what to include: the type of case, the actions taken, the reflection on outcomes, and the connection to the five-domain framework. Participants practice writing a training-history entry based on a student-guidance scenario, focusing on learning rather than case details. The lesson discusses the principal consultation: how the teacher presents the record, what the principal looks for, and how the dialogue shapes future learning. Participants receive feedback on their entries. After the lesson, participants can document student-guidance practice in the training-history record in a way that supports the professional-development dialogue.

Lesson 15. Integrated case study

The final lesson presents a complex, integrated case involving both bullying and non-attendance. Participants receive a detailed scenario: a junior high school pupil who has been socially isolated, experiences cyberbullying, and begins missing school. The case includes incomplete information, conflicting accounts from parents and peers, and pressure from the school administration to resolve the situation quickly. Participants work in teams to apply everything from the course: identifying the bullying under the statutory definition, determining whether the case meets the serious-situation threshold, convening a mock bullying-response committee, planning support routes for the absent pupil, coordinating with the school counselor, documenting actions for the training record, and preparing for the principal consultation. The lesson concludes with a whole-group debrief and a written reflection linking the case to Domain 3. After the lesson, participants can handle a combined bullying-and-absence scenario through the school's organizational response.

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.