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Abstract
School attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Many efforts have been made to conceptualize and address this population across various categories and dimensions of functioning and across multiple disciplines, resulting in both a rich literature base and a splintered view regarding this population. This article (Part 1 of 2) reviews and critiques key categorical and dimensional approaches to conceptualizing school attendance and school absenteeism, with an eye toward reconciling these approaches (Part 2 of 2) to develop a roadmap for preventative and intervention strategies, early warning systems and nimble response, global policy review, dissemination and implementation, and adaptations to future changes in education and technology. This article sets the stage for a discussion of a multidimensional, multi-tiered system of supports pyramid model as a heuristic framework for conceptualizing the manifold aspects of school attendance and school absenteeism.
Highlights
School attendance and successful graduation from high school or its equivalent have long been recognized as crucial foundational competencies for children and adolescents
An Multi-tiered system of support (MTSS) model for SA/A includes several dimensions designed to enhance inclusivity, flexibility, and adaptability to various disciplines, educational and health structures, and jurisdictions and possibly cultures. These dimensions include severity of absenteeism, degree of risk or contextual factors present in a particular case, target of prevention/intervention, and intensity and breadth level of interventions
Kearney and colleagues (e.g., Kearney and Silverman, 1996; Kearney and Graczyk, 2014; Gonzalvez et al, 2019) developed various aspects of a functional model of school attendance problems designed to apply to school refusal behavior. This model focuses on key variables or functions that serve to maintain or reinforce school attendance problems and was designed primarily as a clinical approach for Tier 2-type school attendance problems
Summary
School attendance and successful graduation from high school or its equivalent have long been recognized as crucial foundational competencies for children and adolescents. The substantial impact and prevalence of school attendance and school absenteeism (SA/A) have led researchers across many disciplines to study these phenomena, including those in psychology, education, criminal and juvenile justice, social work, medicine, psychiatry, nursing, epidemiology, public and educational policy, program evaluation, leadership, child development, and sociology, among other professions (Elliot, 1999; Kearney, 2003; Birioukov, 2016). Research in this area has been conducted for over a century, making SA/A among the longest-investigated issues among children and adolescents (Kearney, 2001). Such splintering has likely led to dissemination and implementation barriers regarding empirically based strategies for SA/A (Arora et al, 2016)
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