Child School Attendance Research Articles

School Heads' Administrative Challenges and their Effect on Primary School Pupils' Academic Performance in Bayelsa State

The study aimed to assess the administrative challenges faced by school heads and their impact on the academic performance of primary school pupils in Kolokuma/Opokuma Local Government Area of Bayelsa State. A correlational survey research method was employed, with a sample of 25 head teachers from selected primary schools in the area. Purposive sampling was used to select the respondents. Data was collected through a self-developed questionnaire titled "School Heads Administrative Problems and Academic Performance Questionnaire" (SHAPAPQ), containing 15 items based on three research questions. A four-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree) was used for responses. The instrument was validated by experts in statistical analysis and achieved a reliability coefficient of 0.83 using Cronbach's alpha. Academic performance data was gathered from previous exam scores. The study revealed several factors contributing to school administrative challenges, including parental involvement, home environment, government support, and community engagement, all of which affected pupils' academic outcomes. Parents and the community are now aware of the significance to ensure timely school attendance for children, and an advocacy that will compel government to provide adequate resources and equipment to schools

Brief Report: School Anxiety, School Attendance and School Refusal/Distress Following an Autism-Specific Parent-Mediated Intervention for Anxiety in Preschoolers.

Autistic children have an increased likelihood of experiencing anxiety, even in the preschool years. Studies evaluating anxiety interventions in autistic children have tended to focus upon home or community settings. This study expands upon previous work to evaluate whether a parent-mediated intervention for autistic preschool children's anxiety impacts later school anxiety and school attendance. Data for this study comes from a randomised controlled trial of an autism-specific program designed to reduce and/or prevent anxiety in autistic preschoolers; CLK-CUES. In addition to pre- and post-group anxiety measures, the trial included data from parents and teachers one year later, once the children started school. Teacher-reported school anxiety and parent-reported school attendance data were available for the CLK-CUES (n = 15) and control group (n = 13). Children whose parents received CLK-CUES had lower levels of separation anxiety in school and significantly lower non-attendance rates than the control group. This was predominantly due to a significant between-group difference in the number of days missed due to school refusal/distress. Findings indicate promise for this autism-specific anxiety program to reduce school anxiety and support school attendance in young autistic children. Further research with larger samples and an extended follow-up is warranted.

How Do Neurocognitive Tests Relate to Reported Child Difficulties at 6Years of Age in Benin?

How Do Neurocognitive Tests Relate to Reported Child Difficulties at 6Years of Age in Benin?

The 2022 Multidimensional Poverty Index of Nigeria: A Sociological Review

Nigeria, home to over 200 million people and the most populous Black nation in the world has approximately 133 million individuals trapped in a multidimensional poverty trajectory. The 2022 Multidimensional Poverty Index (MPI) report provides a holistic framework for understanding poverty through four key dimensions—health, education, living standards, and work and shocks—each comprising 15 critical indicators that measure deprivation across various aspects of life. This study employed a qualitative research methodology, utilizing secondary data sources such as the 2022 MPI report, government publications, and scholarly articles. The Structural Theory of Poverty was adopted as the theoretical framework, emphasizing that poverty is not merely a result of individual shortcomings but a systemic issue driven by factors such as unemployment, underemployment, poor education, and inadequate living conditions. The study reveals that employment, years of schooling, and child school attendance represent the most significant contributors to poverty, reinforcing the cycle of deprivation. Additionally, indicators under health and living standards—including child mortality, malnutrition, lack of access to clean water, poor sanitation, inadequate housing, limited access to electricity, and reliance on unsafe cooking fuels—account for 10% of the poverty burden. The findings indicate that poverty in Nigeria is deeply entrenched, with rural areas disproportionately affected. While the government has introduced several initiatives—such as the Community-Based Vocational Rehabilitation (CBVR), National Commission for Nomadic Education (NCNE), and school feeding programs—poor implementation and lack of sustainability have limited their impact. The study recommends a multi-sectoral approach to poverty reduction, including strengthening education policies, improving healthcare services, investing in rural infrastructure, and promoting inclusive governance. Child poverty reduction should be a top national priority, with increased funding for early childhood development programs, nutrition initiatives, and school enrollment incentives. Additionally, state governments must integrate MPI data into budget planning to ensure targeted interventions. Ultimately, addressing multidimensional poverty in Nigeria requires collaborative efforts between the government, civil society organizations (CSOs), faith-based organizations (FBOs), non-governmental organizations (NGOs), and local communities to create sustainable and inclusive development policies that break the cycle of poverty.

Performance of Mid-Day Meal Scheme in Schools in Kerala: A Micro Level Study

One of the milestones of government of India’s Educational policy is Midday Meal (MDM) scheme. It gave encouragement to children, especially of those belonging to poor families to come to schools and take part in the learning process without worrying for their meal. The program in the holistic manner helps in enhancing enrolment, attendance and retention of primary school children while simultaneously. The study was conducted with the objective of analyzing the satisfaction level of beneficiaries of Midday Meal Program, physical infrastructure of the concerned schools, its implementation, the various problems facing in the smooth functioning of the scheme. For the study and evaluation of Midday Meal Scheme in Kerala, three Government Schools in Thiruvananthapuram Education district was selected. The study and analysis found that a wide majority of the students are satisfied with the quality and quantity of Mid-Day Meal. It has been found that supply of food is helpful for students in their educational and physical wellbeing. Keywords: Educational Policy, Midday Meal Programme

“Come back home early and read for us!” Enabling father-child shared reading in policy and practice

This project sought to increase fathers’ involvement in their children’s literacy development through interactive shared reading at home. Parent–child home reading is not a traditional practice in the UAE, and reading attainment is below international standards for children attending state schools. During workshops in Kindergarten schools, simple techniques were shared with fathers for reading picture books in Arabic and English with their bilingual children. Fathers were provided with books to take home to read for pleasure and for information with their children. Recommendations arising include providing guidance on the selection and provision of diverse, contemporary, culturally relevant picture books; holding nationwide reading workshops for both mothers and fathers; and increasing school-home liaison to encompass parents within the literacy development ecosystem in the UAE.

"I felt shamed and blamed": an exploration of the parental lived experience of school distress.

School Distress refers to a child or young person's (CYP) difficulty attending school due to the extreme emotional distress associated with school attendance. Limited research exists on the impact of School Distress on the parents/carers supporting these CYP. Using a case-control, concurrent embedded mixed-method design, we explored this lived experience. 947 parents of CYP with School Distress completed a bespoke on line questionnaire, alongside two control parent groups (n=149, n=25) and one professional group (n=19). Findings revealed a devastating impact on the mental health of parents, with parents displaying significantly heightened daily anxiety and significantly lower mood during, but not before, their children's school attendance difficulties. In addition, parents with children experiencing School Distress reported significantly higher negative emotion states and significantly lower positive emotion states. Parents also reported overwhelmingly negative treatment from professionals, including being disbelieved or blamed for their child's difficulties, threatened with fines and court action, and disempowered by the actions of professionals surrounding their child. Significant, deleterious impacts were also evident across all aspects of their lives, including their careers, finances, and other children. Perhaps unsurprisingly, half of these parents reported developing a new mental health condition since their child's difficulties began, with the experience itself rated as the second most threatening potential life event, superseded only by the death of a first-degree relative (including a child or spouse). On the other hand, professionals working with CYP with School Distress did not experience these deleterious mental health or wider life consequences. Despite understanding how threatening the experience is for parents, they were often quick to blame parents for their children's difficulties. Professionals, like parents, expressed frustration with the lack of help available for these CYP and their families. This study highlights a bleak, adversarial, and lonely picture for parents of CYP struggling to attend school. More specifically, the findings depict a system rife with parental blame; a system that appears to isolate parents through hostile, threatening, and punitive actions. A wider lack of societal understanding of the experience of School Distress further compounds this dearth of support for parents, placing parental mental health in further peril.

The Concept of Pain in Children Attending Primary School: Implications for School-Based Pain Education.

Introduction: A child's concept of pain comprises their understanding of what pain is, the purpose of pain, and biological processes underpinning pain. The concept of pain can influence pain experiences, pain beliefs, and pain-related behaviour. This study aimed to assess the concept of pain among children attending primary schools in Gqeberha in the Eastern Cape of South Africa. A secondary aim was to explore demographic and pain-related information that may contribute to a child's concept of pain. Materials and Methods: A cross-sectional study with an analytic component was used. The cross-culturally adapted Concept of Pain Inventory (COPI) was used to assess the concept of pain amongst 12-year-old school-attending children. Children from seven primary schools that were selected via stratified random sampling participated. Participants completed the adapted COPI and a sociodemographic questionnaire. Descriptive statistics and inferential analysis were used to analyse the data. Results: There were 119 participants. Participants' concept of pain partially aligned with contemporary pain science (mean = 34.39 out of 56; standard deviation = 6.49), indicating a partial understanding of the factors influencing pain. Demographic factors and pain-related information investigated did not influence participants' concept of pain. However, differences in the concept of pain were observed amongst participants from different schools. Conclusions: Participants had a developing concept of pain that was partially aligned with contemporary pain science. Participants had pain knowledge strengths and gaps that can be used to develop a tailored school-based pain education intervention for them. There were indications that contextual factors may have influenced the participants' concept of pain. Further studies to explore socioenvironmental factors that influence pain knowledge in children are recommended.

Meta Analysis: The Soil Transmitted Helminth Infection and It’s Correlation with Anemia in Children

Soil-transmitted helminth (STH) infections are common in regions with high rates of anemia, particularly in low-income countries where poor nutrition is prevalent. Children attending school in these areas are most vulnerable to anemia. Both anemia and STH infections can negatively affect children's physical development, school attendance, and learning abilities. This study aims to examine the relationship between STH infections and anemia in children. A systematic review and meta-analysis following PRISMA guidelines were conducted. Articles were selected based on eligibility criteria defined using the PICO model: Population = Primary School Children, Intervention = STH infections, Comparison = No STH infections, Outcome = Anemia. The article search covered publications from 2002 to 2024 across databases such as PubMed, Science Direct, Google Scholar, Springer Link, Hindawi, and PLOS One. Keywords used included "STH," "Anaemia," "STH AND Children," and "STH AND Anaemia." Inclusion criteria consisted of full-text, cross-sectional studies published in English that discussed the impact of STH on anemia in school-aged children. The final results were expressed as adjusted odds ratios (aOR) from multivariate analysis. Data were analyzed using RevMan 5.4, and meta-analysis was performed on 12 articles from Africa and Asia. The results indicated that children infected with STH had significantly lower hemoglobin levels, leading to anemia (aOR = 2.23, 95% CI = 1.07 to 4.65, p = 0.03). This study demonstrates that STH infections contribute to anemia in school-aged children.

Role of public schools in education decisions in rural India

AbstractEducation is a fundamental pillar of human development, and India's Right to Education Act 2009 established it as a basic right for children aged 5–14. Despite this, many children in rural India still struggle to access basic schooling, which affects their ability to continue their education. In this paper, we explore factors influencing school participation and continuation of children aged 5–16 years in rural India, with a specific focus on the role of having an appropriate public school within the village after the Act's implementation. An ‘appropriate school’ is defined based on the last class a child attended. Using data from the nationally representative Annual Survey of Education Report (ASER), our analysis employs a pooled cross‐section logistical model. The findings reveal that the presence of an appropriate public school in the village significantly increases the likelihood of a child attending school. This effect is particularly pronounced for girls, highlighting the importance of accessible schooling in fulfilling the Right to Education Act's objectives.The results underscore the need for policy makers to ensure the availability of appropriate public schools at all educational levels within villages, as this is crucial for enhancing school attendance and reducing dropout rates, especially among girls. Context and implications Rationale of the study: To understand how inadequate and unequal access to school infrastructure, especially the absence of government schools, explains a significant proportion of children in India not completing their schooling. Why the new findings matter: The findings strongly underscore the importance of ensuring access to a school within the village, particularly for girls. Implications: There is a need to view school education as one composite goal to enhance participation and reduce dropout rates across all levels, aligning with the Samagra Shiksha scheme's principles of equitable access to all levels of education and inclusion of disadvantaged groups. Achieving these goals requires investment in existing school infrastructure to support expansion and resource provision for higher levels of schooling. With educational spending at approximately 3% of GDP between 2010 and 2020, much lower than the 6% recommended by the National Education Policy 2020, addressing this gap presents an opportunity to improve educational outcomes nationwide.

Predictors of school attendance among children with cerebral palsy in Bangladesh.

To determine school attendance and its predictors among children with cerebral palsy (CP) in Bangladesh using population-based data. This study utilized data from the Bangladesh Cerebral Palsy Register (BCPR), a population-based register of children with CP aged less than 18 years in Bangladesh. Sociodemographic, clinical, and educational data were documented, and descriptive statistics and multivariate regression analyses were used to identify potential predictors of school attendance. Between January 2015 and January 2019, 2725 children with CP were registered into BCPR of which 1582 were school-aged children (i.e. aged 6-18 years). The majority of those children had not attended school (73.9%); 50% (n = 239) children in Gross Motor Function Classification System (GMFCS) levels I to II did not attend schools. Adjusted odds ratios (OR) showed significantly higher odds of school attendance among children whose mothers had completed secondary education or higher (adjusted OR: 2.2; 95% confidence interval [CI]: 1.2-4.0) and received rehabilitation (adjusted OR: 2.1; 95% CI: 1.4-3.1). Conversely, lower odds of school attendance were observed among children aged 15 to 18 years (adjusted OR: 0.4; 95% CI: 0.2-0.8), those with bilateral CP (adjusted OR: 0.5; 95% CI: 0.3-0.8), GMFCS levels III to V (adjusted OR: 0.3; 95% CI: 0.2-0.5), Manual Ability Classification System levels III to V (adjusted OR: 0.5; 95% CI: 0.4-0.8), and speech impairment (adjusted OR: 0.3; 95% CI: 0.2-0.6). A large number of children with CP in Bangladesh, including half of those with milder forms, do not attend schools. These findings underscore a deficiency in awareness and support, encompassing the provision of resources and trained teachers, highlighting the necessity for policy-level changes. Sociodemographic and clinical predictors should be taken into account when devising educational programmes to enhance school attendance for children with CP in Bangladesh.

Growing up with juvenile idiopathic arthritis: Social issues

Growing up with juvenile idiopathic arthritis: Social issues

Factors affecting school enrolment and attendance for children with disabilities in Bangladesh: Evidence from a cross-sectional survey

In Bangladesh, many disabled children are not attending school. Despite the country’s special policies, laws, and services, most disabled children face a barrier to enrollment in school. To increase the school attendance of children, particularly disabled children, research on barriers to school attendance is essential. It will help to ensure that all children, including those with disabilities, receive an education. This paper will investigate the factors associated with children with disabilities missing school. This study will utilize data from a large sample based on Nationally representative multiple indicator cluster survey 2019 in Bangladesh. The study group included 5024 disabled children ranging in age from 6 to 17 years. To determine the significant covariates for the multivariate analysis, a bivariate analysis was performed. The findings indicate that age of the child, gender, household head sex, education of the household head, area (urban/rural), husband age, whether the husband has more wives, and disability types are all associated with disabled children being absent from school. Using these findings, the government of Bangladesh and other stakeholders should advocate for policies and programs that reduce barriers to education and ensure that all disabled children attend school.

The Effect of Menstrual Hygiene Management on Girl Child School Attendance at St Marys Girls Vocational School in Kamukuzi Division, Mbarara City

This study assessed the effects of menstrual hygiene management on school attendance among female adolescent students at St. Mary's Girls Vocational School in Kamukuzi Division, Mbarara City. The researchers employed systematic random sampling to select 45 respondents from Form One and Form Two, as these students were expected to have experienced their menstrual periods. The majority of the respondents were aged 13-14 years. While some girls used handkerchief cloths or hand towels as menstrual management materials, most of them used sanitary pads and disposed of them in the toilets. The researchers conducted a Pearson correlation coefficient analysis in SPSS to examine the relationship between menstrual hygiene management and school attendance. The analysis revealed a weak positive correlation coefficient of 0.210, indicating a weak relationship between menstrual hygiene management and school attendance. However, the p-value of 0.167 suggested that the results were not statistically significant. The study concluded that there is an impact of menstrual hygiene management on school absenteeism, as girls who experienced longer periods tended to miss more school days. However, the weak relationship and lack of statistical significance indicate that other factors may also contribute to school attendance among adolescent girls, and menstrual hygiene management alone may not be the sole determinant. This study provides valuable insights into the challenges faced by adolescent girls in managing menstruation and its potential impact on their school attendance. It highlights the need for comprehensive menstrual hygiene management education and support programs in schools to ensure that girls have access to appropriate materials and facilities. By addressing these challenges, schools can create a supportive environment that promotes regular attendance and educational opportunities for all female students, even during menstruation

LEGACY AND DISAGREEMENT: INHERITANCE DISPUTES AND THEIR IMPACT ON CHILDREN'S EDUCATION IN DISTRICT DIR UPPER

This study explores the impact of inheritance disputes on family dynamics and children's education in the District Upper Dir, KP. The research aims to uncover the motivations behind the intergenerational inheritance conflicts and their influence on familial relationships, with the specific focus on how these disputes disrupt children's academic progress. Using a quantitative survey method, data was gathered from 400 respondents across four tehsils, and analyzed through the descriptive & inferential statistics. The findings reveal that inheritance disputes, often linked to property ownership, are exacerbated by the socio-economic conditions like low family income and complex joint family structures. Education emerges as a significant factor in resolving disputes more efficiently as families with the higher education levels experience shorter conflict duration. Moreover, inheritance disputes negatively impact children's school attendance & performance, with many respondents acknowledging psychological stress & increased dropout rates among the affected children. The results offered significant information for reaching the desired conclusion & findings highlight standing of addressing familial conflicts to improve education outcomes & inform policy initiatives in the region.

Extremes of Weather Conditions and Child Health

Background: The number of people exposed to extreme heat is growing exponentially due to climate change worldwide. Heat-related mortality for people over 65 years of age and young children has increased by 85% between 2000–2004 and 2017–2021. World Meteorological Organization announced that there’s an 80% chance that the world will exceed the 1.5 °C temperature limit in at least once of the next 5 years. Aim: To review the impact of extremes of climate changes on Children’s health based on cases managed and reported in media. Methods: Material & Methods: This article is a review of the impact of extremes of heat & Cold weather on children, based on personal handling of cases and media reports of the adverse effects of heat this summer, exercising /punishing children in hot and cold weather. Key findings: Most children experience increased thirst, weakness, headache, dizziness or fainting, muscle cramps, nausea and/or vomiting, irritability, prickly heat & heavy sweating. Dehydration in children is more than just being thirsty, as it is a condition where there isn’t enough fluid in the body because children lose more water than they take in. High heat stress also reduces physical work capacity and motor-cognitive performances, with consequences for school attendance for children. The cold weather itself doesn’t cause illness, but it weakens the immune system, making it a lot harder for the child to fight off infections. Conclusion: Temperatures above long-term averages during summer months and heatwaves are associated with cardiorespiratory and other diseases and mental health issues. Very young children are particularly vulnerable to the effects of heat, irrespective of income level or geographical region. Most heat-related mortality and morbidities are preventable with individual efforts like avoidance of exposure, improved community preparedness, and Public Health Advisory.

School Perceptions and Attendance for Children With Medical Complexity During COVID-19 Over Time.

Disparities in school attendance exist for children with medical complexity (CMC) due to COVID-19. Longitudinal changes in family-reported school safety perceptions and predictors of full-time, in-person school attendance are unknown. This was a prospective, longitudinal cohort study with 3 survey waves (June 2021-June 2022) among English- and Spanish-speaking families of CMC aged 5 to 17 years and pre-pandemic school attendance. Changes in Health Belief Model perceptions and full-time in-person school attendance were estimated using multivariate generalized linear modeling with repeated measures. Among 1601 respondents (52.9% of 3073 invited), 86.8% participated in all 3 surveys. School safety perceptions improved with time; however, perceived susceptibility to COVID-19 increased. Full-time in-person school attendance rose from 48.4% to 90.0% from wave 1 to 3 (p < .0001), and was associated with motivation, benefits, and cues. For example, families with low compared to high motivation for in-person attendance had 76% versus 98% predicted probability for child's school attendance, respectively at wave 3 (p < .0001). Probability of full-time in-person school attendance was associated with several health belief model perceptions. School health policy and programs may benefit from promoting family motivation, benefits, and cues during future respiratory illness epidemics including COVID-19. In-person school attendance improved for CMC over time. Opportunities exist to continue optimizing in-person attendance and family-perceived safety for CMC at school.

Impact of a school-based water and hygiene intervention on child health and school attendance in Addis Ababa, Ethiopia: a cluster-randomised controlled trial

BackgroundSchool-based water, sanitation and hygiene (WASH) may improve the health and attendance of schoolchildren, particularly post-menarcheal girls, but existing evidence is mixed. We examined the impact of an urban school-based WASH programme (Project WISE) on child health and attendance.MethodsThe WISE cluster-randomised trial, conducted in 60 public primary schools in Addis Ababa, Ethiopia over one academic year, enrolled 2–4 randomly selected classes per school (~ 100 pupils) from grades 2 to 8 (aged 7–16) in an ‘open cohort’. Schools were assigned 1:1 by stratified randomisation to receive the intervention during the 2021/2022 or the 2022/2023 academic year (waitlist control). The intervention included improvements to drinking water storage, filtration and access, handwashing stations and behaviour change promotion. Planned sanitation improvements were not realised. At four unannounced classroom visits post-intervention (March–June 2022), enumerators recorded primary outcomes of roll-call absence, and pupil-reported respiratory illness and diarrhoea in the past 7 days among pupils present. Analysis was by intention-to-treat.ResultsOf 83 eligible schools, 60 were randomly selected and assigned. In total, 6229 eligible pupils were enrolled (median per school 101.5; IQR 94–112), 5987 enrolled at study initiation (23rd November–22nd December 2021) and the remaining 242 during follow-up. Data were available on roll-call absence for 6166 pupils (99.0%), and pupil-reported illness for 6145 pupils (98.6%). We observed a 16% relative reduction in odds of pupil-reported respiratory illness in the past 7 days during follow-up in intervention vs. control schools (aOR 0.84; 95% CI 0.71–1.00; p = 0.046). There was no evidence of effect on pupil-reported diarrhoea in the past 7 days (aOR 1.15; 95% CI 0.84–1.59; p = 0.39) nor roll-call absence (aOR 1.07; 95% 0.83–1.38; p = 0.59). There was a small increase in menstrual care self-efficacy (aMD 3.32 on 0–100 scale; 95% CI 0.05–6.59), and no evidence of effects on other secondary outcomes.ConclusionsThis large-scale intervention to improve school WASH conditions city-wide had a borderline impact on pupil-reported respiratory illness but no effect on diarrhoeal disease nor pupil absence. Future research should establish relationships between WASH-related illness, absence and other educational outcomes.Trial registrationClinicalTrials.gov, number NCT05024890.

Performance information, expectations and satisfaction with public service delivery in the context of co-production initiatives

ABSTRACT Many studies on public service satisfaction have treated citizen expectations to be exogenous, focusing mainly on how these expectations influence satisfaction. This study examines how performance information shapes predictive and normative expectations in the context of co-production initiatives in Dutch primary education, and in turn examines how updated performance information and expectations jointly determine satisfaction with public services. A survey experiment among 1,307 parents with school-attending children shows that performance expectations are endogenous to prior school performance, but not to co-production initiatives. Our analysis provides evidence that citizens’ expectations strengthen the negative effects of performance decline on satisfaction.

Child fostering and school attendance in West Africa over time

ABSTRACT Informal fostering arrangements can relieve pressure on parents and promote social mobility for children from poor households in sub-Saharan Africa. However, the motivation of host households to invest in fostered children would determine the extent of the benefits. This study uses Multiple Indicator Cluster Survey (MICS) data on children 6–12 years with both parents alive in five West African countries (Gambia, Ghana, Guinea-Bissau, Sierra Leone and Togo) to assess the relationship between foster status and school attendance in two time periods: 2005–2006 and 2017–2018. Multilevel logit regressions are used to estimate the likelihood of ever attending school. The results indicate that the likelihood of attending school for fostered children relative to non-fostered children was negative and statistically significant in 2017–2018 but was not different in 2005–2006. Further, the negative association between foster status and school attendance was larger for children in richer households in both time periods. These findings highlight the need for further research to provide insight into the dynamics of fostering children to higher socioeconomic status households.