School factors associated with school refusal- and truancy-related reasons for school non-attendance

Abstract

The primary aim of this study was to investigate how students' perceptions of relationships with peers at school and teachers' classroom management are associated with school refusal-related reasons and truancy-related reasons for school nonattendance. The study included controls for emotional stability and relevant parental variables. A student self-report questionnaire was implemented, and students were recruited from 45 schools in seven municipalities in Norway. The survey was conducted at the end of the autumn term in 2012, with a total of 5,465 students from the 6th-10th grades participating. The sample of students was examined to obtain a subsample consisting of those students who reported that they had been absent from school at some time during the past 3 months (N = 3,629). Multivariate associations were studied in this subsample through the use of structural equation modeling. The findings of this study suggest that poor relationships with peers at school could be an important risk factor for school refusal and could be a moderate risk factor for truancy. Moreover, according to these results, teachers' classroom management could play a role in school refusal indirectly by preventing bullying and social exclusion by peers. Finally, a direct association of teachers' classroom management with school refusal-related and truancy-related reasons was found among secondary school students, suggesting that perceived poor support from teachers could increase the risk of school refusal and truancy among these students. The present study underscores the importance of efforts to prevent bullying as a measure to reduce school refusal. Finally, the findings imply that the role of school factors must always be taken into account in connection with unexcused school non-attendance.

Conceptualizing and Measuring Safe, Stable, Nurturing Relationships and Environments in Educational Settings

“…Stability in the school environment has been shown to directly and indirectly decrease risk factors for poor developmental outcomes such as truancy, suspension and expulsion, low achievement scores, delinquency and youth violence, disorganized social networks, and victimization (Havik et al, 2015; Gruman et al, 2008; Kearney & Ross, 2014; Mehana & Reynolds, 2004; Parke & Kanyongo, 2012). Stable school environments have also been shown to increase indicators of healthy development (e.g., school connectedness, high school graduation rates, social competence, and mental, emotional and behavioral health; Guin, 2004; Jelleyman & Spencer, 2008).…”

Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000

“…This term provides no suggestions of causality but, rather can be understood by the functions that are served by nonattendance. While attractive to many, others prefer to maintain a classificatory distinction between school refusal and truancy (Havik, Bru, & Ertesvåg, ; Steinhausen, Müller, & Winkler, ).…”

“…Rather, the term ‘school refusal’ is employed to refer to those for whom absenteeism is associated primarily with emotional difficulties, particularly anxiety. Depression has a less specific association, and while a common feature of school refusal, it also tends to show increased prevalence in truants (Havik et al., ).…”

The untold truancy stories: a case study in Malaysia

“…Similarly, poor classroom management, poor relationships with teachers and peers, poor support from teachers, as well as disrespect from teachers may also induce chronic absenteeism amongst the students (Attwood & Croll, 2006;Gonzales, Richards, & Seeley, 2002;Breda, 2014;Havik, Bru, & Ertesvåg, 2015;Rasasingham, 2015;Şahin, Arseven, & Kılıç, 2016).…”