School staffs' views on student non-attendance
A systematic literature review
Bibliographic Data
| ID | 22164678 |
|---|---|
| Authors | George Alaimo (University of Manchester, corresponding author), Catherine Kelly (0000-0002-7776-1874, University of Manchester, corresponding author) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-06-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1599065 |
| OpenAlex | W4411292969 |
| Language | EN |
| Citations received | 1 |
| References cited | 46 |
Introduction The views of school staff on student non-attendance have scarce representation in the existing literature. This systematic literature review explores the perspectives of school staff on student non-attendance, synthesizing findings from eleven qualitative and mixed-method papers. Methods Using a thematic synthesis approach, the review investigates how non-attendance is conceptualized by school staff and the extent to which their perspectives reflect its multidimensional nature. Results School staff described the factors contributing to student non-attendance as: (1) within-child, such as anxiety, mental health, and special educational needs; (2) home environmental influences, including parenting styles and attachment needs; (3) school-related factors such as academic pressures, unsuitable curricula, and peer rejection; and (4) the emotional and resource strain experienced by school staff. Discussion Findings suggest that conceptualizations of non-attendance, such as “emotionally based school avoidance” (EBSA) or “school refusal,” may influence staff interpretations and strategies for intervention. Eco-systemic approaches emphasizing collaborative relationships between schools, families, and external agencies are highlighted by school staff. This review underscores the need for flexible, context-sensitive approaches to support attendance, informed by clear, strengths-based terminology and increased collaboration between stakeholders. Future research should explore the integration of systemic models into school policies and address the well-being of staff supporting student non-attendance
Attendance · Mathematics education · Medical education · Political science · Computer Science · Diverse Education Studies and Reforms · Homelessness and Social Issues · Medicine · Psychology · Youth Substance Use and School Attendance
The PRISMA 2020 statement
A Multidimensional, Multi-tiered System of Supports Model to Promote School Attendance and Address School Absenteeism
Differentiation Between School Attendance Problems
Supporting children’s mental health in schools
An attributional theory of achievement motivation and emotion.
Methods for the thematic synthesis of qualitative research in systematic reviews
Secondary school students’ perspectives on supports for overcoming school attendance problems
How to Understand School Refusal
A meta‐ethnographic understanding of children and young people's experiences of extended school non‐attendance
‘What is the Problem Represented to Be’ in the educational policies relating to the social inclusion of learners with SEN in mainstream schools in England
School Refusal or Truancy? A Qualitative Study of Misconceptions Among School Personnel About Absenteeism of Children From Immigrant Families
The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education
The impact of stress on students in secondary school and higher education
Failing children with Special Educational Needs and Disabilities in England
Qualitative Evidence Synthesis
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |