The long‐term consequences of early school absences for educational attainment and labour market outcomes

Dräger, Jascha; Klein, Markus; Sosu, Edward

doi:10.1002/berj.3992

Cited by 2 publications

(1 citation statement)

References 70 publications

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“…Evidence from numerous studies supports the notion that school absences have negative consequences for children's academic achievement (e.g., Aucejo & Romano, 2016;Gottfried, 2010Gottfried, , 2011Gottfried & Kirksey, 2017;Kirksey, 2019;Klein et al, 2022). The adverse impact of school absences extends beyond the academic realm, including lower educational attainment and poorer labor market outcomes in adulthood (Cattan et al, 2022;Dräger et al, 2024;Liu et al, 2021).…”

Section: Introductionmentioning

confidence: 89%

Does the impact of pupil absences on achievement depend on their timing?

Dräger,

Klein,

Sosu

2024

Preprint

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Using linked data from the Millennium Cohort Study and National Pupil Database (N = 8,139), this study examined how the timing of school absences (years 1 to 11 between 2006 and 2017) affects achievement at the end of compulsory schooling in England. Absences during any school year are harmful to student achievement. However, absences in years 6 (final primary school year) to 10 (penultimate year of compulsory schooling) are between 1.6 and 2.0 times more detrimental to academic performance than in other years. Every school year, authorized absences hurt academic performance as much as unauthorized absences. To test the robustness of our findings, we used comparable data and analytic methods for Wales and reached the same conclusions. Our study points to the importance of addressing absences at every stage of the school year to improve educational achievement for all students, particularly at the transitional stages of primary to secondary school.

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Section: Introductionmentioning

confidence: 89%

Does the impact of pupil absences on achievement depend on their timing?

Dräger,

Klein,

Sosu

2024

Preprint

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Intervention for School Anxiety and Absenteeism in Children (ISAAC): Mixed-Method Feasibility Study of a Coach-Assisted, Parent-Focused Online Program

Lester,

McDonald,

Tunks

et al. 2024

Child Psychiatry Hum Dev

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The aftermath of the Covid-19 pandemic has seen an increase in persistent school absenteeism and Emotionally-Based School Avoidance (EBSA). However, suitable evidence-based psychological interventions are often unavailable. We aimed to assess the feasibility and acceptability of a new parent-focused online program, Intervention for School Anxiety and Absenteeism in Children (ISAAC), which has been co-designed with parents and practitioners. This exploratory mixed-method study recruited participants from three schools in southern England, enrolling N = 9 parents for whom a child, aged 5–11 years, was experiencing signs of EBSA. The intervention consisted of three web-based psychoeducational modules respectively addressing parental stress, accommodating parenting behaviors, and communication with school staff. Module completion was assisted by weekly calls with a non-specialist “coach.” Feasibility was measured using indicators of retention, module participation, overall program completion and coaching fidelity. Acceptability was assessed using semi-structured interviews, module ratings and written qualitative feedback. We also explored baseline-post change in parent-reported measures of children’s school avoidance, absences, anxiety, parental stress, accommodating parenting behaviors, and quality of parent-school communication. Overall, the intervention was feasible to deliver to parents with six (67%) participants completing the full intervention. Participants found the intervention acceptable across thematic domains of affective attitude, burden, coherence, self-efficacy and perceived effectiveness. Participants particularly appreciated the coach’s support. We observed small to moderate reductions in school avoidance behaviours (d with Hedges correction = 0.36), child anxiety (d with Hedges correction = 0.33) and accommodating behaviours (d with Hedges correction = 0.44) at the post timepoint compared to baseline. In conclusion, ISAAC shows early promise with the potential to deliver scalable online support for families affected by emerging EBSA. Future research should move toward establishing effectiveness in a randomized controlled trial.

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The long‐term consequences of early school absences for educational attainment and labour market outcomes

Cited by 2 publications

References 70 publications

Does the impact of pupil absences on achievement depend on their timing?

Does the impact of pupil absences on achievement depend on their timing?

Intervention for School Anxiety and Absenteeism in Children (ISAAC): Mixed-Method Feasibility Study of a Coach-Assisted, Parent-Focused Online Program

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