The Ecological Context of Chronic School Absenteeism in the Elementary Grades: Table 1:

Abstract

Chronic school absenteeism among elementary school-age students is gaining attention from researchers and policymakers because of its relationship to long-term negative educational outcomes. Current literature on effective interventions, however, is limited in terms of the number of studies that have found even marginally effective interventions, the lack of clarity on the interventions being studied, and the connection between the intervention studied and the factors contributing to poor attendance. In response to these gaps in the literature, this study examined the following three research questions: (1) What factors are related to chronic school absenteeism for children in grades K-5 participating in a truancy intervention program? (2) What are the key elements that make up the caseworker intervention component of the program? and (3) How does the caseworker intervention fit with the identified related factors? Interviews were conducted over a two-month period with community agency staff working in the truancy intervention program who were able to provide insight into both the factors related to chronic absenteeism and the interventions that are being used. Results demonstrate that chronic absenteeism is related to a multilevel ecology of factors and suggest that an equally complex ecologically based intervention model is needed.

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

“…Both school refusal and truancy have been associated, for example, with learning and health difficulties, effects from bullying, social interaction problems, maltreatment, chronic illness, and, of course, missing school (Katz et al, 2016; Lum et al, 2017). In addition, both constructs can be similarly influenced by broader classes of contextual factors related to peers, schools, and communities (Baier, 2016; Sugrue et al, 2016; Burdick-Will et al, 2019). Many historical and statistical studies have also demonstrated either considerable overlap of school refusal and truancy and/or other, large unclassified categories (Torma and Halsti, 1975; Berg et al, 1985; Cooper, 1986; Atkinson et al, 1989; Bools et al, 1990; Dube and Orpinas, 2009).…”

Effectiveness of an Adapted Behavioral Education Program Targeting Attendance Improvement

“…These reasons included conflict with school structure, delinquent activity, personal problems, low family prioritization for school, personality problems, personal isolation, association with truant groups, rebellious behavior, living in a home environment not conducive to school, and lack of interest in education. Sugrue, Zuel, and LaLiberte (2016) identified multiple factors that impact chronic absenteeism for elementary students. Interviews with community agency workers in truancy intervention programs revealed that the following factors impacted elementary attendance: housing, transportation, parental substance abuse and mental health, family size, family conflict, child-teacher relationships, negative school experiences, knowledge of attendance policies, employment, poverty, and cultural conflicts (Sugrue et al, 2016).…”

“…Sugrue, Zuel, and LaLiberte (2016) identified multiple factors that impact chronic absenteeism for elementary students. Interviews with community agency workers in truancy intervention programs revealed that the following factors impacted elementary attendance: housing, transportation, parental substance abuse and mental health, family size, family conflict, child–teacher relationships, negative school experiences, knowledge of attendance policies, employment, poverty, and cultural conflicts (Sugrue et al, 2016). Several truancy factors overlapped in the Bimler and Kirkland (2001) and Sugrue et al (2016) studies: mental health concerns, family conflict, and negative conflicts or experiences with school.…”

“…We chose to use an adaptation of the Behavior Education Program (BEP) because it was a low-cost intervention that could be implemented with fidelity in the school (Hawken, MacLeod, & Rawlings, 2007). It also targeted negative relationships and experiences in the school that were factors contributing to student absences (Bimler & Kirkland, 2001;Mallett, 2016;Sugrue et al, 2016).…”

“…School counselors are well positioned to help address attendance issues because their work often centers on helping students in the academic and social/emotional domains by delivering responsive services connected to student needs (American School Counselor Association [ASCA], 2012). Student absenteeism concerns are connected to many larger issues such as mental health concerns, family conflict, and negative experiences in school (Bimler & Kirkland, 2001; Sugrue, Zuel, & LaLiberte, 2016). Providing services to students who are absent or tardy is considered an appropriate school counseling activity (ASCA, 2012).…”