Towards a typology of occasional truancy: an operationalisation study of occasional truancy in secondary education in Flanders

Truancy in Europe: Does the type of educational system matter?

“…This may lead to an underestimation in the measurement of the prevalence of occasional truancy (Keppens & Spruyt, 2017c;Reid, 2002). Following these two limitations, we restricted the analyses in this article to class-skipping, which can be classified as a sub-category of truancy (Gentle-Genitty et al, 2015;Keppens & Spruyt, 2017a;Reid, 2002).…”

“…Our focus on the impact of educational systems on cross-country differences in truancy is informed by three considerations. First, many scholars criticise the lack of a standardised definition in the literature (Gentle-Genitty, Karikari, Chen, Wilka, & Kim, 2015;Keppens & Spruyt, 2017a;Reid, 2005). This makes it difficult to compare official registration data between various regions and is one of the main reasons why comparative research on truancy is virtually non-existent (for a study based on the assessment of school principals see Hooghe, and Reeskens (2009)).…”

Correlates of students’ internalization and defiance of classroom rules: A self‐determination theory perspective

“…Large‐scale surveys with nationally representative samples have shown that the prevalence of student misbehaviour is fairly high. With 54% of 8–12 grade students in the United States exhibiting at least one out of a list of seven specific misbehaviours (e.g., skipping classes, disruptive behaviour, fighting; Finn, Fish, & Scott, ), over 90% of American 9–12 grade students reporting having cheated at least once during their high school career (Galloway, ), and a truancy percentage of around 30% among Malaysian (12–17 years; Yoep et al ., ) and Belgian (14–21 years; Keppens & Spruyt, ) secondary school students, student misbehaviour clearly is a challenge for teachers that traverses national boundaries. Moreover, researchers have reported that specific disruptive classroom behaviours are directly connected to poorer academic achievement and dropout (Finn et al ., ).…”

A Change in the Frame: From Absenteeism to Attendance

“…Attendance is defined as the amalgamation of student behaviors, policies, procedures, and protocols used for capturing the formal presence or absence of a student in a registered school system by an official school officer or system (Gentle-Genitty et al, 2015). Because the field of school attendance and absenteeism is still emerging, recent efforts have focused not on attendance or absenteeism but instead on the complex relationships students have with their schools and families (Keppens and Spruyt, 2017) and various iterations and categorization of school attendance problems (i.e., school refusal, truancy, school withdrawal, dropout. .…”