Abstract
School absenteeism, particularly among junior high school students, has increased annually in Japan. This study demonstrates the relationship between subjective adjustment to school life and students’ absenteeism. Data were collected from 17,378 junior high school students in Japan. A longitudinal design was used for the study. Teachers were asked to distribute the Adaptation Scale for School Environments on Six Spheres (ASSESS) questionnaire to junior high school students and ask the students to fill out the questionnaire at the beginning of the 2014 academic year in April 2014, and the relationship between their subjective adjustment and absenteeism as measured by the total number of absent days during the 2014 academic year was evaluated by logistic regression and a survival analysis model. Low life satisfaction was associated with absences. The corresponding odds ratio (OR) was higher for seventh graders (OR 3.29, confidence interval (CI): 2.41–4.48, hazard ratio (HR) 5.57, CI: 3.51–8.84) than for students in other grades. Interpersonal relationships were significantly related to absenteeism for seventh and eighth graders in the group with scores less than 39 points. Lower adjustment to learning seemed to be related to absenteeism for seventh and eighth graders. For effective interventions, a well-designed study that uses detailed information regarding life-related covariates is necessary.
Highlights
Children spend a substantial amount of time at school
Descriptive analysis results revealed that the proportion of students with more than 10 days absent increased up to 12.2% in life satisfaction, 9.4% in teacher support, 9.2% in friendship, and 8.0% in social skills in the group with scores of less than 39 points among the seventh graders
The proportions of those four variables were increased among the eighth and ninth graders. This tendency was not shown in the lower score of subjective adjustment of non-intrusive relationship and learning (Table 1)
Summary
Children spend a substantial amount of time at school. School provides an important community that has a range of influences on children, and school life affects children’s behavioral outcomes [1,2,3,4].Individual behavior that is characterized in a community is called social capital [5]. Children spend a substantial amount of time at school. School provides an important community that has a range of influences on children, and school life affects children’s behavioral outcomes [1,2,3,4]. Individual behavior that is characterized in a community is called social capital [5]. Previous studies have revealed relationships between school social capital and child development and behavior. Students who do not have a sense of belonging to their school are more likely to exhibit violent behavior [6]. School-related social capital prevents depression and burnout, and is associated with decreased suicide risk among female students [7]. The school environment influences children’s health and behavior, comprehensive evidence regarding these associations is currently lacking
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
