Improving school attendance by enhancing communication among stakeholders: establishment of the International Network for School Attendance (INSA)

Heyne, David; Gentle-Genitty, Carolyn; Landell, Malin Gren; Melvin, Glenn; Chu, Brian C.; Gallé-Tessonneau, Marie; Askeland, Kristin Gärtner; Gonzálvez, Carolina; Havik, Trude; Ingul, Jo Magne; Johnsen, Daniel Bach; Keppens, Gil Antoine; Knollmann, Martin; Lyon, Aaron R.; Maeda, Naoki; Reißner, Volker; Sauter, Floor M.; Silverman, Wendy K.; Thastum, Mikael; Tonge, Bruce John; Kearney, Christopher A.

doi:10.1007/s00787-019-01380-y

Cited by 27 publications

(36 citation statements)

References 78 publications

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“…The most common reasons for absence were illness (24.4%), medical or dental check-ups (12.9%), traveling (12.3%), lack of motivation to go to school (10.0%), and bad weather (9.3%). In Latin America, school absenteeism is generally related to poverty, for example inability to cover school expenses and transport to the school, particularly in rural areas (3,37). In this study these reasons only corresponded to 2.1%.…”

Section: Discussionmentioning

confidence: 99%

“…The limited gains in academic performance of schools in rural areas have been the subject of several studies and the conclusions were, in general, that these difficulties resulted from the socioeconomic conditions as well as the nature of the educational system in rural areas. In these mentioned areas, there is a pedagogical-didactic structure based on heterogeneity and a multilevel group of different ages tangle with organizational and administrative singular structure (3,(40)(41)(42)(43)(44). Huge aspects that should be pointed out in these two municipalities, considering that lack of motivation was the fourth most common cause of school absenteeism, bad weather hampering access was the fifth, and children's work and domestic tasks were among the ten main reasons.…”

Section: Discussionmentioning

confidence: 99%

“…ethnic minorities and rural populations. Currently, various longitudinal studies revealed sustained or increasing rates of absenteeism (1,3,17,18).…”

Section: Introductionmentioning

confidence: 99%

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Reasons for absenteeism in rural primary schools in two Colombian municipalities

Vargas

Mátiz²,

Olano³

et al. 2020

Rev. Sal. Bosq

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Background: School absenteeism is a considerable problem generally related to higher dropout rates, poor academic achievement and school lag. This study determined the frequency and causes of overall and illness-related absenteeism of students in rural schools from two Colombian municipalities. Methods: A prospective and descriptive study was conducted in a population of 948 school children from 34 rural schools. Absenteeism data were collected for 2013 academic year consisted of the number of students registered and absent by grade, school, day and reason for absence. Absence rates (overall and illness-related absenteeism) were recorded, based on full or partial days absence, measured both as episodes, and accumulating the number of days. Results: From the students included in the study, 55.1% were male and 71.6% were between 5 and 9 years old. The overall absence rate was 5.7 episodes per child-year (95% confidence interval 5.5 to 5.8) and 8.6 days per child-year (8.4 to 8.9). The main reasons for non-attendance were illness (24.4%), medical or dental check-up (12.9%), travel (12.3%), lack of motivation to attend school (10.0%) and bad weather (9.3%). The illness-related absence rate was 1.4 episodes per child-year (95% confidence interval 1.3 to 1.5) and 2.5 days per child-year (2.4 to 2.6). The main reasons for illness-related absence were cold (37.0%), nonspecific fever (10.9%) and stomach pain or vomiting (8.4%). Conclusions: In this study, the most common reasons for non-attendance were illness-related. The importance of respiratory and gastrointestinal infections in absenteeism was evident, showing rates similar to other urban school studies. Then, the results of this study provide knowledge on the magnitude and reasons for absenteeism in rural schoolchildren.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Reasons for absenteeism in rural primary schools in two Colombian municipalities

Vargas

Mátiz²,

Olano³

et al. 2020

Rev. Sal. Bosq

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“…The many negative consequences of school absenteeism are widely described in Kearney et al (2019), Finning et al (2019a) and Finning et al (2019b). However, school absenteeism is a problem in many countries (e.g., Heyne et al, 2019a;Heyne et al, 2019b;Gren-Landell et al, 2015). A myriad of concepts exists to describe school attendance problems (SAPs), but there is a lack of consensus regarding these concepts.…”

Section: Introductionmentioning

confidence: 99%

How to Understand School Refusal

Havik

Ingul

2021

Front. Educ.

Self Cite

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Attending school is usually seen as a precondition for academic, social, and emotional learning. However, school absenteeism is a problem in many countries and covers different types of authorized or unauthorized absences and a myriad of reasons. An authorized absence is when there is a satisfactory explanation for the youth’s absence, while unauthorized absence is usually understood as school attendance problems (SAPs). The main aim of this article is first to investigate define, describe, and discuss school refusal (SR) and how SR differs from other concepts of SAPs, and the secondary aim is to understand SR using different theoretical perspectives. The article outlines this aim based upon a review of international research in this field and uses the systemic integrated cognitive approach and school alienation theories to explain how SR might emerge and develop. The review indicates that SAPs involve many types, concepts, definitions, and reasons. The most frequently used concepts are school refusal behavior, truancy, school refusal, and school withdrawal. Based on the review, the article argues for a common understanding of these concepts among all stakeholders. We suggest a narrow definition of SR to enhance clarity and agreement and propose that the systemic integrated cognitive approach and school alienation theory are relevant to the understanding of SR. A common understanding among all stakeholders is the importance of identifying and intervening in specific types of SAPs. By using a systemic integrated cognitive approach and school alienation theory, identification and interventions can be targeted at an early stage of the development process of SR.

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“…Of course an especially important environment where children and adolescents establish social ties with others is school. The letter by Heyne et al [10], on behalf of the International Network for School Attendance (INSA) highlights the critical role of promoting youth's school attendance in order to favor their social and psychological well-being, and points to a number of difficulties that emerge in doing so. First, educational systems being extremely varied, there are no standardized benchmarks of school attendance, i.e.…”

mentioning

confidence: 99%

No child is an island: sociability in times of social distancing

Melchior

2020

Eur Child Adolesc Psychiatry

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Improving school attendance by enhancing communication among stakeholders: establishment of the International Network for School Attendance (INSA)

Cited by 27 publications

References 78 publications

Reasons for absenteeism in rural primary schools in two Colombian municipalities

Reasons for absenteeism in rural primary schools in two Colombian municipalities

How to Understand School Refusal

No child is an island: sociability in times of social distancing

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