Longitudinal pathways between emotional difficulties and school absenteeism in middle childhood: Evidence from developmental cascades

Abstract

Emotional difficulties are associated with both authorized and unauthorized school absence, but there has been little longitudinal research and the temporal nature of these associations remains unclear. This study presents three-wave random-intercepts panel models of longitudinal reciprocal relationships between teacher-reported emotional difficulties and authorized and unauthorized school absence in 2,542 English children aged 6 to 9 years old at baseline, who were followed-up annually. Minor differences in the stability effects were observed between genders but only for the authorized absence model. Across all time points, children with greater emotional difficulties had more absences, and vice versa (authorized: ρ = .23–.29, p < .01; unauthorized: ρ = .28, p < .01). At the within-person level, concurrent associations showed that emotional difficulties were associated with greater authorized (β = .15–.17, p < .01) absence at Time 3 only, but with less unauthorized (β = −.08–.13, p < .05) absence at Times 1 and 2. In cross-lagged pathways, neither authorized nor unauthorized absence predicted later emotional difficulties, and emotional difficulties did not predict later authorized absence at any time point. However, greater emotional difficulties were associated with fewer unauthorized absences across time (β = −13–.22, p < .001). The implications of these findings are discussed.

The impact of area level mental health interventions on outcomes for secondary school pupils: Evidence from the HeadStart programme in England

“…The programme aimed to explore and test new ways to improve the mental health and wellbeing of young people aged 10 to 16 and prevent serious mental health issues from developing. Considering the impact of mental health difficulties on absenteeism ( Panayiotou, Finning, Hennessey, Ford & Humphrey, 2021 ) and academic attainment ( Deighton et al., 2018 ; Panayiotou & Humphrey, 2018 ), by improving mental health and wellbeing of young people, the programme also aimed to increase academic outcomes over the long-term.…”

Unlearning school attendance and its problems: Moving from historical categories to postmodern dimensions

“…Such studies have revealed patterns as children move from preschool to elementary school (e.g., lower levels of school readiness to chronic absenteeism; Ehrlich et al, 2018); from elementary school to middle school (e.g., increased school disengagement and declining grades to absenteeism; Schoenberger, 2012); and from middle school to high school (e.g., increased psychopathology to absenteeism; Wood et al, 2017). Others have examined longitudinal patterns for SA/Ps with respect to disabilities, emotional difficulties, and academic achievement, among other variables (e.g., Chen et al, 2016;Smerillo et al, 2018;Panayiotou et al, 2021). In addition, application of an ecological system model to SA/Ps has burgeoned in recent years.…”

Signposts for School Refusal Interventions, Based on the Views of Stakeholders

“…Exposure to instructional time benefits intellectual development, academic achievement, and educational outcomes ( Allensworth & Balfanz, 2019 ; Ginsburg et al, 2014 ; Keppens & Spruyt, 2020 ). Positive health outcomes are allegedly influenced by the roles youths can have at school ( Bonell et al, 2019 ) and by the social, emotional, and academic functioning they develop during the school years ( Okano et al, 2019 ; Panayiotou et al, 2021 ). Depending on the curriculum, school attendance can influence identity, passions, morals, and ethics ( Eccles & Roeser, 2011 ).…”