CHAPTER II

RRS

●Unraveling the Crucial Reasons for Primary School Absenteeism: Parental Insights

Fairuz Anjum Binte Habib

International Online Journal of Primary Education, v13 n4 251-264 2024

The purpose of this study is to examine the variables that influence student absenteeism,
with an emphasis on participation from parents. A survey of 475 parents was undertaken to
investigate three major variables: personal, parental, and school-related factors. Personal
variables refer to individual student behaviors, parental variables indicate parental
involvement, and school-related variables to institutional factors influencing the reduction
of student absenteeism. To confirm the results’ validity, the methodology involves regression
analysis, correlation matrix, factor analysis, and reliability analysis. The findings indicate
that the model explains a considerable percentage of absence variations, with each
predictor having a significant relationship with absenteeism. Personal variables are
adversely associated with absenteeism, but parental and school factors have a favourable
impact on their attendance. These results emphasise the significance of focused
interventions that address personal behaviors, increase parental participation, and develop
school support structures to minimize absenteeism and improve student performance.
(Nathalie)

●Student absenteeism in high schools: factors to consider

Mehmet Özcan

Journal of psychologists and counsellors in schools 32 (1), 65-81, 2022

This study aimed to investigate the reasons for school absenteeism among students
studying at different types of high schools, and school counsellors’ practices and proposed
solutions for reducing school absenteeism. This was a qualitative research conducted with
a phenomenological design. The study group was formed using criterion sampling, one of
the purposive sampling methods. The research was conducted in Turkey during the 2018–
2019 academic year with 21 school counsellors working at different types of high schools
and having at least 5 years of experience. The school counsellors were asked four questions
on school absenteeism using a semistructured interview form. Each interview took 30–45
minutes and interview notes were taken synchronously. According to the research findings,
poor academic outcomes, parental involvement, school management and school
schedules, as well as health issues and a lack of social activities are the main factors
influencing school absenteeism. Potential solutions that can be offered by school
counsellors include increasing family involvement, improving the school climate,
addressing health issues, planning new social activities and offering flexible syllabus
options for students. (Jared)

●Exploring the Lived Experiences of Students Engaged in Class Absenteeism in Elementary

Grades: A Phenomenological Study

Regine Gulay Amplayo, Jocelyn Artiaga Ayento, Leonavil Duyaguit Ayuban, Honelyn Cajes
Parajenog

International Journal of Progressive Research in Science and Engineering 7(04):30-35, April

2026

Class absenteeism remains a profound problem faced in elementary education. It affects

students’ learning progress and development. This qualitative phenomenological study
aims to explore the lived experiences of students who are chronically absent at one
elementary school in the Philippines. Ten (10) students were identified as having chronic
absenteeism based on their attendance records, with the help of the teachers and guidance
staff. The researchers gathered data carefully through in-depth, semi-structured interviews
that included open-ended questions, while maintaining participants’ confidentiality. Three
main themes emerge from the analysis: (1) Socioeconomic burdens; students mentioned
challenges like poverty, lack of school supplies, food insecurity, and overwhelming
household duties beyond young age; (2) Emotional distress; students felt sadness, guilt,
loneliness, envy, and shame because they could not attend school regularly and compared
themselves to better-supported peers; (3) Repercussions on student success; frequent
absences led to missed lessons, incomplete assignments, low grades, and a loss of interest
or motivation in school. The study revealed that student class absenteeism is not just about
disinterest or misbehavior; it is about the personal, familial, and social difficulties they face
that result in their disengagement from school. The study highlights the need for holistic
interventions that prioritize empathy, emotional support, and collaboration among schools,
families, and communities. By addressing these challenges, schools should take action to
help students reconnect with their learning journey holistically. In line with UN Sustainable
Development Goal 4: Quality Education, this research study promotes inclusive and
equitable educational environments where every child feels empowered to learn and
succeed, regardless of background and socio-economic standing. (Anne)
●Using factor analysis to determine the most important factors affecting student
absenteeism at Cihan University-Erbil

Hawkar Qasim Birdawod

Cihan University-Erbil Scientific Journal 6 (2), 1-8, 2022

The review of the relevant literature reveals that the issue of absenteeism among students
was not new. The researcher intended to explore the factors affecting absenteeism and to
find a solution to solve this issue. For this purpose, a mixed methods research was designed.
To analyze this problem, both quantitative and qualitative research methods were adopted
in this study. In quantitative approach a close ended questionnaire was developed to collect
data. The sample comprised of 470 students out of total population of (4892). A descriptive
and inferential statistical techniques were used to analyze the data. Transcriptions were
analyzed through Thematic Description Approach under the qualitative methods using IBM
SPSS version 25.0. The results revealed significant factors of the phenomenon. It was
delimited to the Cihan University-Erbil only, but the findings can be generalized all over
Kurdistan Region, because of the many similarities in our educational system (examination,
large scale assessment and resources). (Shiela)

●Factors Affecting the Absenteeism Among Senior High School Learners

Bryan Axcel B. Cabrera, Blessie L. Miranda, Steffanie T. Timtim, Noel L. Dominado, March
2025

Student absenteeism was a persistent issue in education, affecting academic performance

and future opportunities. This study explored the factors that influenced absenteeism
among senior high school learners in one of the Public Secondary High Schools in Cluster 1
Division of Pampanga, Philippines. Using a sequential-explanatory research design, the
study first collected quantitative data through surveys and then conducted qualitative
interviews with selected respondents. Findings revealed that absenteeism was influenced
by financial constraints, health issues, family problems, lack of sleep, overloaded academic
activities, and unfavorable school environments. The study highlighted that student facing
financial difficulties often missed school due to lack of transportation funds and daily
allowances. Similarly, frequent illness and family-related responsibilities contributed to
absences. Additionally, academic pressures, strict teachers, and peer conflicts negatively
impacted students’ motivation to attend school. The study emphasized the need for targeted
interventions, such as financial aid programs, mental health support, and policy
adjustments in school administration, to minimize absenteeism. Addressing these concerns
could enhance student engagement, academic performance, and overall well-being. (Anne)

●Attendance Matters: The Correlation of Chronic Absenteeism in Relation to Students in

Grade 9–12

Tiffany D Patterson, Trevecca Nazarene University, 2023

This study aimed to investigate attendance matters, where the study explicitly analyzes the
correlation of chronic absenteeism in students in grades 9-12 and offers insights on
intervention and strategies to address chronic absenteeism. The study participants included
students of grades 9 to 12 in Tennessee schools and education stakeholders at the district
offices. The study demonstrated a significant difference existed between chronic
absenteeism rates in racial and disadvantaged subcategories. Further, monitoring student
health, offering transport, and having attendance data management are the key strategies
Tennessee high schools utilize to address absenteeism. The researcher recommends that
the Tennessee Department of Education and high school administration adopt the latest
attendance data management tools so as to monitor accurately and address chronic
absenteeism. (Jaundrie)

●Predictors of Absenteeism among Grade 11 Learners in Public Secondary Schools: A

Strategic Intervention Plan

Fatima Lee C Ramas, Marsha H Malbas, 2024

This study investigates the level of absenteeism among Grade 11 students and the various
factors influencing their attendance. Data collected over three months from January to
March 2024, revealed distinct patterns in absenteeism with 64.91% of students exhibited
low absenteeism, 21.51% moderate, and 13.59% high. The analysis employed chi-square
tests to examine the impact of personal, social and natural, subject-related, teacher-
related, and school administration-related factors on absenteeism rates. Significant
relationships were found across all categories, with personal factors being the most
influential, followed by subjectrelated, social, and teacher-related factors. Effective school
administration practices demonstrated a negative correlation, reducing absenteeism. The
study highlights the need for comprehensive, multifaceted interventions that address these
diverse factors to improve student attendance. Recommendations include targeted support
for personal and academic challenges, enhanced communication among stakeholders, and
fostering a positive school climate. (Kath)
●Factors affecting Tardiness and absences: a basis for intervention

Rhona Mae S Moldero, Rachelle A Acosta, Lex C Zuniega, Hezron Harvey B Dulnuan, Brix B
Lobo, Jan Dwayne V Ramel, RG Bautista

American Journal of Educational Research 12 (6), 187-194, 2024

This study aimed to identify the factors contributing to students’ tardiness and absences.
Using a quantitative research approach with a descriptive-correlational research design, the
researchers conducted a survey among the 552 identified absentees and latecomers in the
locale of the study, focusing on the factors affecting their attendance. The results of this
study revealed that (1) females were more prone to absenteeism than males,(2) the majority
of those affected were Junior High School students,(3) most of the respondents had a low
general weighted average,(4) the classroom environment had the most significant impact on
student’s attendance in terms of their general weighted average, and (5) geographical factors
mostly affected their punctuality as of the respondents’ level of agreement. These findings
show that students’ tardiness and absenteeism were affected by several factors thus
underscoring the importance of creating an intervention to lessen tardiness and
absenteeism among students. To address the said issue, this study proposed an intervention
program (PASOK LAGI) to assist teachers in creating a dynamic learning environment to help
the students regain their interest in attending school. Additionally, implementing dormitories
for latecomers and absentees is a practical solution to address geographical challenges and
improve their attendance. (Arthur)

●School attendance problems and absenteeism as early warning signals: review and
implications for health-based protocols and school-based practices

Christopher A Kearney, Randolph Dupont, Michael Fensken, Carolina Gonzálvez

Frontiers in Education 8, 1253595, 2023

School attendance has been historically linked to healthy states of functioning, whereas
school attendance problems/absenteeism have been historically linked to unhealthy states
of functioning. Indeed, school attendance and its problems are deeply embedded within
multiple domains of functioning at both analytic and systemic levels. This article utilizes
complex systems theory and the concept of early warning signals to illustrate how changes
in school attendance could indicate instability and perhaps sudden transitions to unhealthy
states of functioning for students, families, schools, and communities. The article reviews
how school attendance problems/absenteeism intersect with functioning at analytic
(academic, social–emotional, mental health, physical health, family) and systemic (school
and community) levels. The article also includes recommendations for how viewing changes
in school attendance as early warning signals could improve health-based protocols
(enhancing access to care; integrating systems of care) and school-based practices
(developing multi-tiered systems of support models and community asset maps; modifying
educational and policy perspectives). A primary theme involves more streamlined efforts to
identify movement from healthy to unhealthy states among individuals to assign proactive
and personalized treatment avenues (health-based protocols) and among systems to enact
needed intervention supports and reforms (school-based practices). (Jared)

●Support Vector Regression-based Estimate of Student Absenteeism Rate

Ping Ren, Zhiqiang Zhao

Bulletin of Education and Psychology, 2025

Student absenteeism is a crucial issue in educational settings, impacting academic

performance and overall learning outcomes. The current research landscape lacks a
comprehensive and accurate predictive model for estimating student absenteeism rates.
Challenges include data sparsity, variability in attendance patterns, and the need for a
reliable forecasting method. This paper proposes a novel approach utilizing Support Vector
Regression to accurately estimate student absenteeism rates. By incorporating various
features such as historical attendance records, student demographics, and academic
performance data, the model aims to provide a robust prediction framework. The innovative
aspect lies in the utilization of machine learning techniques to enhance the accuracy and
reliability of absenteeism rate estimation, paving the way for more effective interventions
and strategies to address this critical issue in education. (Shiela)

●The effect of suspensions on student attendance in a high-absenteeism urban district

Jeremy Singer

Urban Education 60 (2), 628-659, 2025

I examine the effect of out-of-school suspensions (OSS) on attendance in a large

midwestern urban district with high rates of chronic absenteeism. I do so from an ecological
perspective and using daily attendance and discipline data. Out-of-school suspension has
a modest and persistent negative effect on subsequent attendance, particularly for students
who were not chronically absent and in schools with harsher discipline climates. I find not
only that reducing OSS rates can improve attendance but also that addressing in-school
factors such as OSS alone will not be sufficient for substantially reducing high-absenteeism
rates in the context of broader social and economic inequalities. (Jared)

●School absenteeism, emotional engagement and school organisation: an international

comparative approach

Maribel Garcia-Gracia, Ona Valls

International Journal of Inclusive Education 29 (8), 1323-1337, 2025

This article aims to provide knowledge on the effects of the social composition of schools
and the mediating effect of emotional engagement on school absenteeism, from a
comparative perspective and using a multilevel methodology. The comparative dimension
of the analyses allows us to study whether there is a school effect on absenteeism and
whether this differs according to organisational structures. For this purpose, three cities with
three different models were considered. Data from the International Study of City Youth
(ISCY) were used. Data were collected in three cities Barcelona (Spain), Ghent (Belgium) and
Bergen (Norway), with a total sample of N = 6557 pupils in 82 schools. The results show, first,
that absenteeism varies between cities and schools according to the model of school
organisation. They also revealed the importance of instrumental and expressive student
identification as prevention of absenteeism at the individual level. Finally, results reported
that a high emotional engagement of pupils can contribute to reducing the effect of the
social composition of the school on absenteeism. (Nathalie)

●Examining the impact of learner absenteeism on the academic performance of Grade 12

students: A case study of a school in the Butterworth district

Noyam Journals

Journal of Education and Learning Technology

Mivuyo Bolosha, Owen Madalambana, February 2026

Absenteeism is a persistent challenge affecting learner outcomes and educational

attainment, particularly in rural and under-resourced areas. This study, therefore, examined
the effects of learner absenteeism on the academic performance of Grade 12 learners in one
secondary school within the Butterworth District, Eastern Cape, South Africa. The study is
framed using Bronfenbrenner’s Ecological Systems Theory. Using a qualitative case study
approach, the research draws from an interpretive paradigm to explore how educators,
learners, and parents perceive and experience the phenomenon. Data was collected
through semi-structured interviews with purposefully selected participants and analysed
thematically. Findings revealed that absenteeism is influenced by several interrelated
factors, including poor school infrastructure, lack of parental involvement, socio-economic
challenges, learner demotivation, and post-COVID-19 disengagement. The study also
identified absenteeism’s negative impact on learners’ academic performance, as it disrupts
the continuity of learning, reduces learner confidence, and lowers subject mastery. Factors
contributing to absenteeism. Based on the findings, the study recommends a multifaceted
approach to address absenteeism, requiring school-based interventions, community
engagement, and government support. This research contributes to the growing body of
knowledge on learner retention and performance in South Africa’s public education system.
(Anne)

●STUDENT ABSENTEEISM IN UNIVERSITY ONLINE CLASSES: FACTORS ASSOCIATED WITH

STUDENTS FROM VULNERABLE CONTEXTS

Rubén Jerónimo Yedra, Kristian Armando Pineda-Castillo, Alejandrina Almeida, José Luis
Gómez Ramos, June 2026

In higher education, online classes have opened new possibilities for access and academic
continuity, but they have also highlighted challenges that affect the participation of many
students. Understanding the reasons for their absence in these environments is
fundamental to identifying barriers, inequalities, and ongoing needs. This descriptive
research aimed to distinguish the personal and technical reasons for student absenteeism
in computer science classes taught online. The study was conducted with a non-
probabilistic, purposive sample, primarily composed of students from rural communities or
locations far from urban areas. The findings show that student absenteeism in online
environments was related to personal, economic, pedagogical, and technological factors,
including the need to work, excessive workload, lack of comprehension of the content,
stress from prolonged computer use, poor internet connection, lack of computer
equipment, and the cost of mobile data. The results show that participation and retention in
virtual classes does not depend solely on the student’s willingness, but also on structural
conditions that directly influence their academic trajectory. (Arthur)

●School Absenteeism According to High School Students and Teachers: Causes,

Consequences, and Prevention Method

Selma Yalçın, Ender Kazak, Onur Er, June 2026

The purpose of this study is to identify the causes, consequences, and prevention strategies
for school absenteeism based on the views of high school students and teachers. The study
was conducted with 10 students and nine teachers employed in high schools in the center
of Düzce during the 2023-2024 academic year. In the study, which used a case study design,
a semi-structured interview form was used. The findings revealed that school absenteeism
is a multifaceted issue influenced by various factors, including the student’s characteristics,
family environment, and actions of school administrators, educators, and peers. Frequent
absenteeism can lead to academic stagnation, social disengagement, and the development
of harmful habits. For this reason, teachers should create a supportive classroom
environment; work with families to identify violence early on; and encourage students to
participate in positive social activities. (Anne)

●Causes of Student Absenteeism: A Qualitative Investigation of Students’ Perception

Balkrishna Sharma Ghimire, August 2024

This article explores the underlying causes of university students’ absenteeism, utilizing a
qualitative approach to examine absentees’ perceptions. Absenteeism, defined as the
intentional absence from classes, stems from various personal, financial, and institutional
factors. The study identifies key contributors such as financial difficulties, transportation
issues, disengaging curriculum, and ineffective teaching methods. Additionally,
psychological challenges and logistical barriers like transportation and health issues are
significant factors. The impact of absenteeism is far-reaching, affecting students’ academic
performance, critical thinking skills, and social integration, potentially leading to higher
dropout rates. By examining student perspectives, the study aims to uncover root causes
and offer targeted recommendations to improve attendance. These include financial
support, engaging curricula, improved teaching strategies, and institutional support
services to address emotional and logistical barriers. This holistic approach seeks to create
a more supportive academic environment, promoting student success and reducing
absenteeism. (Nathalie)

●Causal Pathways to Risk and Protective Factors for Partial-Day School Absenteeism for
Secondary School Students

Knoo Lee, Erich Kummerfeld, Barbara J. McMorris, Wendy S. Looman, Matthew K. Burns,
Connie W. Delaney,
Journal of Adolescence, v98 n2 p450-460, 2026

Chronic absenteeism, defined as missing 10% or more school days annually, negatively
impacts academic achievement and correlates with long-term risks like poverty, poor
health, and criminal behavior. While prior research has focused on full-day absences,
partial-day absences, missing portions of the school day, are more prevalent and may have
detrimental effects on academic outcomes. Despite this significance, PDAs are
underexplored, leaving gaps in understanding their prevalence, causes, and impact. This
study seeks to address these gaps and provide insights to guide comprehensive
absenteeism interventions. Methods: In this study we used the Kids and Teens at School
framework and causal discovery analysis to model the factors causally associated with
partial-day absences using secondary school student-level data (n = 125,375) from the 2019
Minnesota Student Survey. The discovered model indicate specified factors as causes of
PDAs and broader absenteeism patterns. Results and Conclusions: The findings highlighted
a pattern of partial-day absences directly affecting full-day absences. Additional factors
influencing school absences were discovered including (a) a positive association of sleep
deprivation with mental health difficulties, and (b) a negative association between school
engagement and partial-day absences. These findings emphasize the need for targeted
policies addressing the behavioral and structural factors influencing absenteeism.
Implications for practice include strategies to enhance engagement and mitigate the impact
of sleep deprivation on attendance. (Shiela)

Explaining student absenteeism in Morocco using TIMSS 2023 data: a deep learning and
explainable AI approach

Elouafi Abdelamine, Ilyas Tammouch, Soumaya Nouna, Assia Nouna, October 2025
In Morocco, learning equity and academic success are seriously threatened by student absenteeism,
especially in important subjects like science, math, and languages. Since absenteeism is one of the
primary causes of school dropout, which is a priority in the 2022–2026 Strategic Roadmap for
Education Reform, it continues to erode classroom participation despite efforts by educational staff
to curb its spread. Using information from the TIMSS 2023 survey, which was given to eighth-grade
Moroccan students, this study examines the primary variables linked to perceived student
absenteeism. An autoencoder-based dimensionality reduction technique was used to extract latent
features that capture crucial patterns across student, teacher, and school-level data to manage the
high dimensionality of the TIMSS dataset. To differentiate between schools with high and low
perceived absenteeism levels, these features were then used to train several machine learning
classification models, such as Support Vector Machine (SVM), Random Forest, and XGBoost. The
most significant latent features and their matching original variables were interpreted using SHAP
values to improve model transparency. The findings demonstrate how important it is for classroom
climate, teacher practices, and institutional factors like class size, teaching strategies, technology
support, and teacher expectations to influence absenteeism dynamics. In addition to showing the
promise of explainable AI in educational research, this method offers practical insights to guide
focused interventions in line with national education priorities. (Arthur)

●Creating Welcoming Schools: The Role of Positive Climates in Reducing Absenteeism

Jerome Graham, Yi-Chih Chiang, Su Yon Choi

American Educational Research Journal, v63 n2 p421-465 2026

Chronic absenteeism has risen significantly since the COVID-19 pandemic, and while
attempts to redress absenteeism can target drivers at multiple ecological levels, this study
focuses on a within-school factor: student perceptions of school climate. Using statewide
data from middle and high school students in Georgia, we examine how aggregated student-
reported climate measures relate to absenteeism. We find that students’ perceptions of
climate significantly predict school-level absenteeism rates, with the relationship most
pronounced for Black and White students. The association between worsening climate
perceptions and absenteeism is stronger than the association for improving ones, and
connectedness and safety are the climate elements most related to absenteeism. Our
results position school climate as a within-school lever that stakeholders can target to
combat absenteeism. (Kath)

●Unpacking Absenteeism: Exploring Its Impact on 9 and 10 Grade Student Achievement in

English EOCs

Chy-Anne Rose

ProQuest LLC, Ed.D. Dissertation, Lamar University – Beaumont, 2024

This study investigates the impact of various types of absenteeism—excused, unexcused,

and suspensions—on 2024 English I and II EOC scores among 9th and 10th graders at a
suburban North Texas high school. This quantitative analysis aimed to understand whether
different absence types influence academic achievement when controlling for ethnicity and
gender. Although the study did not find statistically significant relationships between
absence types and EOC scores, the results provide valuable insights into the complex
factors influencing student performance. These findings suggest that other influences may
play a more crucial role in student achievement, underscoring the need for further research
to explore these dynamics and to refine policies around absenteeism to support equitable
educational outcomes for all students. (Jaundrie)