School staff’s reflections on truant students: a positioning analysis

Strand, Anne-Sofie; Cedersund, Elisabet

doi:10.1080/02643944.2013.835858

Cited by 9 publications

(3 citation statements)

References 22 publications

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“…The severity and far-reaching nature of the repercussions associated with absenteeism has evoked a worldwide response. The causes, consequences, and solutions to absenteeism have been taken up in the international academic literature, including in Africa (Manaze, 2019;Oghuvbu, 2008), Asia (Banerjee et al, 2012;Chou et al, 2006;Seçer & Ulas, 2020), Europe (Duarte & Escario, 2006;Mounteney et al, 2010;Strand & Cedersund, 2013), North America (Gottfried, 2009;Kearney, 2008), and South America (Fischer, 2013;Goodrich et al, 2017). In addition, the International Network for School Attendance (INSA) was established in 2018 to facilitate international dialogue on absenteeism.…”

Section: Literature Reviewmentioning

confidence: 99%

Absent on Absenteeism: Academic Silence on Student Absenteeism in Canadian Education

Birioukov

2021

CJE/RCE

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Despite mandatory school attendance policies, many students in Canada are frequently absent from school. Absenteeism is linked to numerous negative educational outcomes and is a growing educational issue internationally. This has lead universities in many countries to study the factors associated with absenteeism in order to reduce it. However, the Canadian educational discourse is largely absent on absenteeism. A review of faculty profiles revealed that no Canadian educational scholar investigates absenteeism as their primary area of research. The lack of empirical knowledge concerning student absenteeism is a contributing factor to the high levels of absenteeism evident in Canada. This article serves as a call to action for Canadian academics to research student absenteeism in order to alleviate the behaviour. Keywords: school attendance, student absenteeism, truancy, school refusal, school anxiety, school withdrawal

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Section: Literature Reviewmentioning

confidence: 99%

Absent on Absenteeism: Academic Silence on Student Absenteeism in Canadian Education

Birioukov

2021

CJE/RCE

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“…1 Categorized under SAPs as the term is conceptualized as both problematic or nonproblematic authorized absence associated with physical, social, psychological, and lifestyle problems [58]. 2 Categorized under SAPs as the term is broadly conceptualized and used as a general term referring to unauthorized absenteeism [30,33,[36][37][38]47,51,61,62,64,68,70,72,73]. 3 Categorized under SR as the term is used interchangeably with SR [49].…”

Section: Types Of Sapsmentioning

confidence: 99%

A Systematic Scoping Review on Research Focusing on Professionals’ Attitudes toward School Attendance Problems

Hamadi,

Furenes,

Havik

2024

Education Sciences

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This systematic scoping review was conducted to determine the extent of existing research on professionals’ attitudes toward school attendance problems (SAPs), including school refusal (SR), truancy (TR), school withdrawal (SW), and school exclusion (SE), in basic education. Five databases (ERIC, Academic Search Ultimate, Scopus, PsycINFO, and Web of Science) were systematically searched for relevant literature. Forty-five studies met the inclusion criteria that were set prior to the search and were eligible for inclusion. The results of this systematic scoping review reveal that there has been a continuous increase in studies addressing professionals’ attitudes toward SAPs since 2000, with the greatest number of studies published after 2019 and in Europe. Most studies were descriptive, cross-sectional, and used a qualitative approach and the most common informants were school-based professionals (i.e., teachers, school administrators, and other school staff). The included studies used a variety of concepts referring to SAPs and types of SAPs, underlining the present challenges in terminology and definitions that characterize the research field. The results of this review contribute to identifying gaps in knowledge and offer guidelines for future research as a prerequisite to enhance the contemporary comprehension of SAPs in research and in practice.

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“…Previous research has suggested that a range of school-based factors contribute to student absences, including poor student-teacher relationships (Marvul, 2012;Stamm, 2007) and punitive behaviour management practices (Strand & Cedersund, 2013).…”

Section: Introductionmentioning

confidence: 99%

Are Detailed Absence Codes Useful for Understanding Absence Patterns? A Population Study of Grade 3–10 Students

Hancock¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Data from 106,253 Grade 3-10 students attending Western Australian schools in 2015 were used to examine the student-and school-level factors associated with multiple absence types, and to assess the value of these absence codes for broader research. Absence codes included illness, reasonable excuses, vacations, suspension, cultural absences, unacceptable reasons, truancy and unexplained absences. The factors associated with absences varied across absence codes. Between-school differences accounted for a substantial proportion of variation in student absences, suggesting considerable differences between schools in the way absences are managed and recorded. The variability across schools in the way that absences occur or are recorded is a limitation of the data, which has implications for how these codes are used for broader research.

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School staff’s reflections on truant students: a positioning analysis

Cited by 9 publications

References 22 publications

Absent on Absenteeism: Academic Silence on Student Absenteeism in Canadian Education

Absent on Absenteeism: Academic Silence on Student Absenteeism in Canadian Education

A Systematic Scoping Review on Research Focusing on Professionals’ Attitudes toward School Attendance Problems

Are Detailed Absence Codes Useful for Understanding Absence Patterns? A Population Study of Grade 3–10 Students

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