Reflections of being “A Man of Truancy”: 40 years on

Reid, Ken

doi:10.1080/03055698.2011.643099

Cited by 10 publications

(6 citation statements)

References 55 publications

(52 reference statements)

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“…According to Ekstrand [ 19 ] gender, in much research, has been identified as a variable that influence truancy (see, for example, Attwood & Croll [ 26 ]). In another study it seems that girls are found as often as boys in the statistics of unauthorized absence [ 27 ]. Studies on the influence of gender have, according to Maynard et al [ 3 ], been less disclosive.…”

Section: The Multi-dimensional Field Of School Attendance Researchmentioning

confidence: 99%

Which students skip school? A comparative study of sociodemographic factors and student absenteeism using PISA data

Fredriksson,

Rasmusson,

Backlund

et al. 2024

PLoS ONE

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This article explores which students–with regard to gender, socio-economic background and migration background–skip school in Germany, Japan, Sweden and the United Kingdom (UK) according to PISA data. Students who skip school are observed in many countries, but there is not much systematic research that studies this across countries. Comparable data is to a large extent missing. PISA data offers an opportunity to use comparable data. In PISA, students were asked in 2018, 2015 and 2012 whether they had skipped school a whole day in the last two weeks prior to their completion of the PISA student questionnaire. Patterns of how absence relates to sociodemographic factors vary in countries and school systems. In the comparison between the four countries the UK stands out as having a higher percentage of students who have reported that they have skipped school than in the other countries. This does not seem to be related to any specific group of students. Japan also stands out with a lower percentage of students who have reported that they have skipped school. According to PISA data, skipping school is more related to socio-economic background than any other of the variables studied. The socio-economic background seems to be related to skipping school in all three PISA studies in Sweden and the UK. Gender seems not to be an important factor in the four countries. In Sweden and Germany there is a lower percentage of non-immigrant students who report that they have skipped school than first-and second-generation immigrant students. In the UK the figures are more ambiguous. When the percentages of students skipping school are compared over time and in the countries, it is difficult to find any trends, but the data only covered three measurements during a period of six years, which may be too short a time span to see trends.

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Section: The Multi-dimensional Field Of School Attendance Researchmentioning

confidence: 99%

Which students skip school? A comparative study of sociodemographic factors and student absenteeism using PISA data

Fredriksson,

Rasmusson,

Backlund

et al. 2024

PLoS ONE

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“…While absenteeism is linked to poor academic achievement (Reid, 2012), it is not clear from the research whether the absenteeism causes the low achievement, the low achievement causes the absenteeism, or the extent to which they are interlinked. Corville-Smith et al (1998) found that absentee students had lower self-esteem and academic self-concept than students who attended regularly.…”

Section: Contributing Factors To Absenteeismmentioning

confidence: 99%

“…Corville-Smith et al (1998) found that absentee students had lower self-esteem and academic self-concept than students who attended regularly. Other research suggests that punitive responses exacerbate a sense of academic 'failure', which further compounds the problem (Reid, 2012). A range of psychological issues, such as anxiety and depression, have also been associated with 'school refusal' and absenteeism (Kearney, 2008).…”

Section: Contributing Factors To Absenteeismmentioning

confidence: 99%

Approaches to Improving School Attendance: Insights From Australian Principals

Mills

Howell

Lynch

et al. 2019

Leadership and Policy in Schools

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School absenteeism has been concerning educators in the Global North (including Australia) as research suggests a relationship between school attendance, academic achievement and subsequent life chances. This paper focuses on the perspectives of 50 school leaders in Queensland, Australia about approaches to improving attendance. Strategies reflected the cultural, economic and social diversity of their school communities. In general, quality curricula and pedagogies were considered important, but were not explicitly linked to attendance. This suggests the need for schools to develop strategies to enhance student engagement in meaningful learning through quality curricula and pedagogies within a positive school environment.

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“…Student attendance and absence is a challenge that has been studied extensively in Australia (Hancock, Gottfried & Zubrick, 2018;Justman & Peyton, 2018;Ladwig & Luke, 2014;Mellor & Corrigan, 2004;Queensland Department of Education and Training, 2016a;Rothman, 2002; The University of Queensland, 2017), in the United States (Balfanz & Byrnes, 2012Gottfried, 2013;Hamlin, 2020;Harris, 2013;New York State, 2016;Sheldon, 2007), in the United Kingdom (Reid, 2008(Reid, , 2012(Reid, , 2015a(Reid, , 2015bC. Taylor, 2012), and across Europe (Garcia-Gracia, 2008;Gubbel, van der Put & Assink, 2019;Havik, Bru & Ertesvåg, 2015;Ramberg, Brolin Laftman, Fransson & Modin, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Demographic Factors on Student Attendance in Queensland State Secondary Schools

O'Connor

2021

AIJRE

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This article analyses the impact of three demographic factors on student attendance 0ver a three-year population level statistical analysis of student attendance rates in Queensland (Australia) state secondary schools. Whole school attendance rates were mapped against the demographic factors of schoolsâ€™ Index of Community Socio-Educational Advantage (ICSEA) values, proportion of Indigenous students within the school, and school population size as independent variables to identify which schools recorded the highest student attendance as measured by proportion of students with more than 95 per cent average attendance across the years 2014-2016. The geographic and demographic profile of these schools were then assessed to guide direction for future research. The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance rates against both study sample schools and state benchmarks. It is evident that several schools have successfully navigated what might be considered challenging school demography to attain higher than average attendance rates. Despite the age of this data, no significant system-wide attendance improvement is presently evident, and the same conditions of challenge remain for schools. The findings suggest a need for a more forensic approach to analysis of school climate and culture to determine factors contributing to student attendance. The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables, challenging long held assumptions that low socio-economic status and high proportion of indigeneity are significant causal factors for low rates of school attendance. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance outcomes against both study sample schools and state benchmarks. It is concluded that rather than relying on traditional stereotypes of school demography influencing perception of student attendance patterns, educators must adopt a more forensic approach to analysis of their school climate and culture to determine contributing factors to student attendance excellence. ICSEA is a scale that applies a numerical value to schools in Australia determined by the level of educational advantage experienced by students in the school. ICSEA considers parental occupations, parental level of education, school geographical location and the proportion of indigenous students in the school. An ICSEA of 1000 is the average benchmark value (ACARA, 2014)

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Reflections of being “A Man of Truancy”: 40 years on

Cited by 10 publications

References 55 publications

Which students skip school? A comparative study of sociodemographic factors and student absenteeism using PISA data

Which students skip school? A comparative study of sociodemographic factors and student absenteeism using PISA data

Approaches to Improving School Attendance: Insights From Australian Principals

The Impact of Demographic Factors on Student Attendance in Queensland State Secondary Schools

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