A review of some recent research into persistent school absenteeism

Abstract

Research into school absenteeism has traditionally tended to concentrate on truancy and school phobia (refusal). Work on truancy, for example, largely began in the nineteenth century' although the problem was acknowledged long beforehand as a number of historical studies have suggested.2 The early importance attached to the phenomenon was highlighted by Webster's famous painting of 1834 which depicted two absconders standing outside their small schoolroom peering nervously inwards at the activities inside: and by the fact that the fees received by the schools were partially dependent upon attendance. Truancy and school phobia are usually considered to be distinct from one another in that truancy is seen as part of a conduct disorder while school refusal is generally thought of as a neurotic disorder. This distinction, however, has been challenged by Tyerman3 who believes that the two groups lie on a continuum. Nevertheless, school phobia is generally agreed to require clinical treatment.4 More recently, the term 'absenteeism' has been preferred to such labels as truancy and school phobia because it encompasses both these and the superficially less serious forms of poor attendance at school. Furthermore, the title 'absenteeism' does not carry with it, in the school context, the emotive connotations commonly associated with such labels as truancy and school phobia. The 1944 Act placed upon parents the duty of ensuring that each of their children receives 'efficient full-time education suitable to his age, ability and aptitude, either by regular attendance at school or otherwise'.6 A parent who fails to fulfil this obligation without good reason7 is guilty of a criminal offence, and this is so even when the parent is in ignorance of the absence.s The legal requirement thus makes pupil absence from school a problem for the parent9 irrespective of the illegal origin of the behaviour. It seems to have been conveniently forgotten by local education authorities and headteachers that consistent non-attendance over a thirty day period empowers the schools to