school absenteeism
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2021 ◽  
pp. 105984052110696
Author(s):  
Anne Sebert Kuhlmann ◽  
Mintesnot T. Teni ◽  
Rhonda Key ◽  
Cryslynn Billingsley

Menstrual hygiene management (MHM) among female students is a neglected public health issue in the U.S. This study documented period product insecurity, school absenteeism, and use of school resources to obtain period products among high-school students in St. Louis, MO. Female students completed an anonymous, self-administered survey in English (n = 119). Descriptive statistics were used to determine the prevalence of period product need, resources used to obtain period products, and period-related absenteeism. The mean age of participants was 15.78 ± 1.28. Nearly two-thirds (64.4% (95% CI 55.1%-73.0%)) reported period product insecurity. Two-thirds (66.9% (95% CI 57.7%-75.3%)) reported using at least one of the school's resources to obtain period products. One-third of the participants (33.6% (95% CI 25.0%-43.1%)) reported missing school due to a lack of period products. School nurses need to be cognizant of how MHM affects their students’ attendance at school and what measures they can take to help reduce menstruation-related absenteeism.


2021 ◽  
pp. 1-12
Author(s):  
Margarita Panayiotou ◽  
Katie Finning ◽  
Alexandra Hennessey ◽  
Tamsin Ford ◽  
Neil Humphrey

Abstract Emotional difficulties are associated with both authorized and unauthorized school absence, but there has been little longitudinal research and the temporal nature of these associations remains unclear. This study presents three-wave random-intercepts panel models of longitudinal reciprocal relationships between teacher-reported emotional difficulties and authorized and unauthorized school absence in 2,542 English children aged 6 to 9 years old at baseline, who were followed-up annually. Minor differences in the stability effects were observed between genders but only for the authorized absence model. Across all time points, children with greater emotional difficulties had more absences, and vice versa (authorized: ρ = .23–.29, p < .01; unauthorized: ρ = .28, p < .01). At the within-person level, concurrent associations showed that emotional difficulties were associated with greater authorized (β = .15–.17, p < .01) absence at Time 3 only, but with less unauthorized (β = −.08–.13, p < .05) absence at Times 1 and 2. In cross-lagged pathways, neither authorized nor unauthorized absence predicted later emotional difficulties, and emotional difficulties did not predict later authorized absence at any time point. However, greater emotional difficulties were associated with fewer unauthorized absences across time (β = −13–.22, p < .001). The implications of these findings are discussed.


Author(s):  
Godswill N. Osuafor

Background: School absenteeism has been studied in detail in relation to health risk behaviours using cross sectional studies.Aim: The aim of this longitudinal study was to examine the association amongst alcohol, drug use and high-school learners’ absenteeism.Setting: This study was set in the Western Cape.Methods: Data were collected at three separate time points from 2950, 2675 and 2230 grade 8 learners aged 13–18 years old on school absenteeism, alcohol and drug use and sociodemographic characteristics. Associations between school absenteeism, alcohol and cannabis and sociodemographic factors use were examined using descriptive and chi-square analyses. Binary logistic regression was performed using generalised linear mixed model analyses.Results: Results revealed that 9.3% of the learners were absent for 2 weeks in the 15 weeks of the school year. Alcohol consumption (X2 = 34.1, p 0.001; odds ratio [OR]: 1.64 (1.38–1.94), p 0.001) and smoking cannabis (X2 = 49.9, p 0.001; OR: 2.01 (1.65–2.45), p 0.001) were associated with school absenteeism at bivariate and multivariate analyses. Furthermore, alcohol (OR: 1.42 (1.06–1.89), p 0.05) and cannabis (OR: 1.57 (1.11–2.22), p 0.05) use remained robust in predicting learners school absenteeism after adjusting for age, sex and socioeconomic status.Conclusion: These findings suggest that alcohol consumption and smoking cannabis are contemporary factors associated with school absenteeism. Therefore, interventions to ensure learners’ consistent attendance to school should integrate prevention of alcohol and cannabis use.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lídia Serra ◽  
Luís Silva ◽  
Duarte Vilar

Purpose The purpose of this study is to investigate which emotions and difficulties in the emotional regulation of adolescents with illicit substance consumption. Design/methodology/approach In total, 41 adolescents undergoing treatment for the use of alcohol and drugs were recruited. The instruments used were the emotional rating scale and the difficulties in the regulation of emotions scale. Findings Emotional reactivity showed significant differences in the sadness dimension in relation to the number of cannabis cigarettes smoked daily and length of stay, and in the surprise dimension in relation to the number of cannabis cigarettes smoked daily. There was a significant correlation between happiness and age, surprise and number of siblings, sadness and school absenteeism and fear, school absenteeism and number of substances consumed. In regard to difficulties in emotional regulation, there were significant differences between the groups, in strategies regarding the gender of the participants and the number of substances consumed, in non-acceptance and impulses and in the number of substances consumed and in the awareness of the type and number of substances consumed. There was a significant correlation between strategies, non-acceptance, awareness and impulses and the number of substances consumed. Originality/value This study demonstrated that the emotional problems of adolescents admitted to a therapeutic community are predictors of illicit substance use.


2021 ◽  
Vol 3 (3) ◽  
pp. 71-82
Author(s):  
Arvid Nagel ◽  
Horst Biedermann

While the term “school absenteeism” refers to a student’s withdrawal from the reach of classroom instruction, we explicitly opt for the term “class avoidance.” Existing studies on this phenomenon have primarily dealt with unauthorized physical absence from class. However, in our contribution, we extend the scope to cognitive absence. The behavior of students who are physically present but cognitively disengaged has largely been neglected in educational research thus far. This deficit stands in contrast to the widely accepted importance of cognitive activation in the classroom. The core of our contribution consists in the presentation and the construct validation of a newly developed scale for measuring cognitive class avoidance (inattention in class). We evaluated this measurement instrument in a cross-sectional study with a sample of 171 seventh- to ninth-grade students (M = 14.3 years, SD = .94). Our data confirmed a theoretically founded g-factor model. The results of the analysis point to a limited prevalence of cognitive class avoidance. Such forms of behavior were significantly more frequently reported by boys than by girls, however.


2021 ◽  
pp. 1-12

School absenteeism is treated as a barrier towards quality education. It is related to school dropout, depression, anxiety and academic performance. This study uses Multiple Indicator Cluster Survey dataset to analyze the pattern of school absenteeism in five lower middle-income countries: Bangladesh, Djibouti, Nigeria, Ukraine and Vietnam. Primary and secondary level students are considered in this study. Authors accomplish descriptive analyses to trace out the pattern of school absenteeism. This study finds that nearly one-third students in Bangladesh, about half of the students in Djibouti and more than half students in Vietnam missed at least one instructional day in a week. Additionally, more than 80 percent students in Nigeria and Ukraine missed one instructional day in a week. This study reveals that age and wealth status are negatively related to school absenteeism. Furthermore, it is evident that tendency of school absenteeism is higher among rural and primary level students. Thus, this study suggests for providing conditional cash transfer among primary level students and specific incentive for rural students to address the problem of absenteeism.


2021 ◽  
pp. 163-178
Author(s):  
Thomas Clasen

The lack of safe drinking water and basic sanitation impose a heavy health burden, especially on young children and the poor; it also aggravates malnutrition, physical, and cognitive development, school absenteeism, poverty, and economic development. Unlike many of the other challenges in public health, water, and sanitation solutions are well known. However, despite strong evidence of the effectiveness and cost-effectiveness of improved water and sanitation against diarrhoea and other diseases and support for the intervention at the highest levels, coverage still lags behind international targets, especially for sanitation. This chapter describes the aetiological agents of the leading water- and sanitation-related diseases, presents the evidence concerning the effectiveness of water and sanitation interventions to prevent such diseases, and summarizes the economic implications of such interventions and some of the other non-health benefits associated therewith. The chapter closes with a discussion of some of the continuing challenges in water and sanitation, including efforts to scale up interventions among the most vulnerable populations in an effort to secure the benefits of water and sanitation for all.


2021 ◽  
Vol 6 ◽  
Author(s):  
Trude Havik ◽  
Jo Magne Ingul

Attending school on a regular basis and to complete school is usually seen as a precondition for academic, emotional, and social learning and development. However, some students struggle with school attendance problems (SAPs) caused by a myriad of reasons. Homeschooling is a topic of concern in long-term or problematic SAPs cases. Some scholars claim that school absenteeism might increase and be maintained during homeschooling, while others argue that homeschooling may reduce student’s anxiety associated with school attendance. Anyway, homeschooling is often an intervention for academic learning and/or as a part of gradual reintegration to school for SAP students. Moreover, homeschooling/home education/home tuition is not a new phenomenon and is an intervention for students with long-term sickness. When schools in many countries closed from the middle of March 2020 caused by the Covid-19-pandemic, all students were given homeschooling. This gave us the opportunity to investigate homeschooling more closely in a large sample. In the current study, teachers’ thoughts, and experiences of homeschooling for students with SAPs prior to the pandemic, are investigated. The main aim was to gain more insight and knowledge about homeschooling: does it work for SAP students? Practical implications of homeschooling for SAP students are discussed.


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