Abstract
Academic studies show that one of the main predictors of early school dropout at secondary education is student truancy behaviour, usually beginning at primary education. This is a problem that gets worse in socially vulnerable environments. This study analyses the prevalence and types of truancy in a population of students with high social risk in Madrid city, studying the relationship between truancy and their school performance. A questionnaire was answered by mentor teachers of students at the preschool and primary stages (N = 120), who reported information from a total of 433 students from 12 different schools. Results showed a high level of prevalence in the different types of truancy (Active and Passive). Among these behaviours, 46.86% of students skipped entire days without a valid excuse and 42.51% did not usually do their homework. Overall, 60% showed underachievement and great rates of curricular gap. In 6th grade, the last year of primary school, 74.42% of students had repeated one grade and 27.91% more than one. Moreover, significant correlations were found between truancy and school performance. The detection and early action against truancy in primary education with this type of student will reduce early dropouts and make school a key actor for the development of these students.
Highlights
The importance of education as a tool for proper individual development is indisputable
It is important to highlight that not all children who live in Cañada Real Galiana displayed school truancy behaviours
School mentor teachers indicated that children from Cañada Real Galiana showed significant underachievement, with 60% of these children being below the average (Figure 14)
Summary
The importance of education as a tool for proper individual development is indisputable. One of the most important predictive factors for school dropout is the student’s dissociation or disconnection from school and his or her lack of motivation when it comes to life opportunities [3,4,5,6,7,8] This “uncoupling” process does not happen suddenly during the last stages of compulsory education, but rather gradually since primary education [9,10]. The rate is higher amongst children from families facing poverty and social exclusion, even whilst regular attendance is usually an essential condition for receiving benefits and social support, as is the case with the government of Madrid’s guaranteed minimum income This compulsory nature of attending school can lead to truancy manifesting itself in different forms
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