Search

Background: Health and education are interrelated and influence social, economic and lifestyle perspectives. Children with chronic illnesses experience barriers in the educational system regarding school attendance and social isolation. Gaining knowledge of compulsory education and how children with chronic illnesses are supported is crucial for the implications of future education policy and legislation in Scandinavia. This study compares Scandinavian legislation frameworks on compulsory education, chronic illness and school absence to form the basis of future research on education for children with chronic illness. Methods: The study uses a comparative approach to explore the support of children with chronic illnesses in compulsory education across Norway, Sweden and Denmark. The documents included are 3 education acts and 15 secondary documents, which are notes and guidelines for the education acts. The data were analysed using a manifest content analysis. Findings: We found four categories and six subcategories: (1) school obligation and rights; (2) chronic illness; (3) school absence: (a) categorisation of absence; (b) registration of absence; and (c) sanction; and (4) education support: (a) Hospital school support; (b) Home instruction support; and (c) technological support. Conclusion: This study's findings demonstrate the similarities and differences in the Scandinavian compulsory education legislation and guidelines regarding chronic illness and school absence. We found similarities across the countries regarding chronic illness and school absence. Still, the findings showed differences in the systematic registration of school absence and requirements for attendance with compulsory education in Norway and Denmark compared with compulsory schooling in Sweden. This knowledge will inform and enlighten future discussions and decisions in education and public health. The results can contribute to awareness of the opportunities for educational support and perspectives about education for children with chronic illnesses. Future research focusing on the experience of children with chronic illness and educational support is needed. [ABSTRACT FROM AUTHOR]

AbstractThere is emerging evidence of an association between physical activity and school functioning, but the nature of the association in late adolescence is uncertain. This study investigates the association between self-reported physical activity and register-based school achievement and school absence in 7,730 Norwegian adolescents aged 16–18. There was a graded positive association between physical activity and school achievement, and a graded negative association between physical activity and school absence. The association was strongest at lower levels until reaching a point of saturation at four days of physical activity, indicating the importance of promoting physical activity for the least active adolescents. [ABSTRACT FROM AUTHOR]

Abstract Background School-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. Methods The 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. Results Of 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. Conclusions This 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 registration ClinicalTrials.gov, number NCT05024890.

Cyberbullying is a disturbing form of behavior associated with the use of communication technologies among adolescents. Many studies have been devoted to cyberbullies and cyber victims, neglecting an important growing group: cyberbullies who are also cyber victims. Moreover, few studies refer to all cyberbullying roles and factors associated with them. Therefore, the goal of this study is to examine differences in family climate, peers' engagement in cyberbullying, and perception of academic achievements among involvements in cyberbullying roles. Data are collected by telephone or face-to-face from a sample of 277 eleventh- to twelfth-grade students in Israel who are asked to participate in the survey. Cyberbullying roles are composed of two variables—cyberbullies and cyber victims, creating four groups: cyberbullies, cyber victims, cyberbullies-and-victims, and non-involved. Three types of family climate are measured: warmth, order and supervision, and conflict. Respondents report their perceptions of peers' engagement in cyberbullying. At the personal level, gender, perception of academic achievements, and school absence are measured. Multinomial logistic regression findings show that boys are more likely to be cyberbullies and cyberbullies-victims than are girls; family conflicts increase the odds of being cyberbullies and cyber victims; and family warmth decreases the odds of being cyber victims and cyberbullies-cyber victims. Perception of peers' engagement in cyberbullying increases the odds of being cyberbullies and cyberbullies-victims. Perception of academic achievements and school absence have opposite effects on cyber victims, the former increasing the odds of being cyber victims and the latter decreasing them. The results emphasize the role of family and peers in adolescents' cyber behavior. Limitations and conclusions are discussed. [ABSTRACT FROM AUTHOR]

Background: School-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. Methods: The 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. Results: Of 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. Conclusions: This 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 registration: ClinicalTrials.gov, number NCT05024890. [ABSTRACT FROM AUTHOR]

Purpose: The present study investigated school absence among 1,076 5–15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. Methods: Parents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance. Results: During May 2021, 32% of children presented with persistent absence (missing ≥ 10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers. Conclusion: COVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship. [ABSTRACT FROM AUTHOR]

BACKGROUND: Middle and high school students who are involved in caregiving for aging, chronically ill, and/or disabled family members report more learning challenges compared to their non‐caregiving peers. However, little is known about how many students miss school to take care of someone else, and which students are most likely to have this experience. Such knowledge could reveal an important, largely unrecognized reason for school absences and educational disparities. METHODS: Our research‐practice partnership surveyed middle‐and‐high schoolers across Rhode Island public schools in 2022. RESULTS: Among 55,746 students (45% White non‐Latinx; 21% Latinx; 45% girls), 13.80% reported they had missed school to take care of someone else, with up to 35% in some districts. Students who missed school for caregiving were disproportionately girls, non‐binary, transgender, or preferred not to report gender, older youth, and from historically marginalized racial and ethnic groups, and from urban districts. CONCLUSIONS: Children's experiences caregiving for others may be an important and overlooked contributor to absenteeism and achievement gaps, especially in urban areas. We suggest school policies to better serve these students. [ABSTRACT FROM AUTHOR]

Children with cancer experience recurring hospitalizations and isolation during treatment, which affect their school attendance. This study explores experiences of children with cancer, their classmates, and teachers with using the telepresence robot as a learning mediator in the hybrid classroom during treatment periods. 31 children with cancer (aged 7–17 years), 30 teachers, and 118 classmates participated in interviews and 19 h of participant observations were undertaken in nine classrooms. The Agential Realism Theory and Situational Analysis framed the data analysis. There was a single overarching theme, "Telepresence robot didactic," and five sub-themes (Telepresence mediated learning, school-home collaboration, hybrid robot teaching, intra-actions in class, and inclusive spatiality). This study advocates the complexity of telepresence robot didactics, emphasizing that numerous human and other factors must intra-act and work simultaneously to achieve optimal learning conditions for children during cancer treatment. This includes considerations such as modality availability for the remote child; the teacher's understanding of telepresence robot didactic and hybrid learning; the classmate's ability to involve the remote child in groupwork; the child's own treatment protocol, the robot's functionalities, and spatiality in the class. Strategies for use and the systematic surveillance of telepresence robots are needed to ensure that children during cancer treatment do not lag in academic achievement. This study proposes that children with cancer can continue participating in class while hospitalized or isolated and consequently reduce social and academic setbacks. [ABSTRACT FROM AUTHOR]

Aim: Adolescents' well-being and school absence are important factors for public health. The aim of this study was to examine the association between social well-being and problematic school absence among Danish adolescents in the ninth grade, as well as to examine potential sex differences, using a large cohort of adolescents. Methods: In this cross-sectional study, information on social well-being was obtained from the yearly Danish National Well-being Questionnaire mandatory in compulsory school. Data on school absence was obtained from the Ministry of Children and Education. The study population comprised 203,570 adolescents in the school years 2014/2015 to 2019/2020. The association between social well-being and problematic school-absence was analysed using logistic regression. A stratified analysis was made to investigate potential sex differences. Results: A total of 17,555 (9.16%) adolescents had problematic school absence, defined as >10% illegal absence and/or sickness absence in the ninth grade. Adolescents with low social well-being had higher odds for having problematic school absence compared with adolescents with high social well-being, adjusted odds ratio=2.22 (95% confidence interval 2.10–2.34). When stratifying for sex, the association was strongest for girls. The results remained after adjustment for parents' educational level and family structure. Conclusions: Associations between adolescents' social well-being and problematic school absence were found, where girls had the strongest association. These findings might provide knowledge about social well-being as an important factor for problematic school absence, while underlining the importance of early focus and prevention, which is of importance for both the adolescents and society. [ABSTRACT FROM AUTHOR]

Temaet for denne artikkelen er kvaliteten på skole–hjem-samarbeidet og betydningen denne relasjonen har for arbeidet med inkluderende skolemiljø og forståelse av bekymringsfullt fravær. Dataene er basert på kvalitative intervjuer på to skoler som har jobbet aktivt med inkluderende skolemiljø, og vi stiller spørsmål om hvordan skoleansatte opplever samarbeidet med foreldre med ulik klassebakgrunn. Med utgangspunkt i Bourdieu-inspirerte studier undersøker vi betydningen av at ansatte i skolen i dominerende grad er bærere av middelklasseverdier, og at kulturell likhet kan gi foreldre i middelklassen privilegier i samarbeidet mellom skole og hjem. Artikkelen er et bidrag til en bedre forståelse av hvor universelt enhetsskolen fungerer i praksis. Analysene tilsier at det er utfordrende for skolen å inkludere hele foreldregruppen, og at noen foreldre er lettere å samarbeide med i saker der et best mulig tiltak for det enkelte barn fordrer samarbeid mellom begge partene.

I Norge er det en bekymring for om flere elever enn tidligere er mye borte fra skolen, og hva som i så fall er årsaken til dette. I denne artikkelen viser vi at forskningen mangler entydige svar, både på hvorfor elever uteblir fra skolen, og på hvorvidt fravær er mer utbredt nå enn tidligere. Forskerne har ulike definisjoner og operasjonaliseringer av begreper som skolefravær, skulk og skolevegring. Det er også stor variasjon i hvem som er kildene til forfatternes analyser av omfang og årsaker til fravær. Gjennom en nærlesning av 39 skandinaviske forskningsbidrag om skolefravær fra de siste 15 årene viser vi hvordan den manglende entydigheten henger sammen med at forskerne bruker ulike begreper. Hvilket fraværsbegrep en forfatter velger, og hvordan forfatteren bruker begrepet, har implikasjoner for kunnskapsproduksjonen på feltet: både for hvordan årsakene til skolefravær forstås, og hvordan omfanget av skolefravær måles.

Abstract This study examines the relationship between growing up in single-parent families and school absence in Andalusia (Spain), considering differences according to adolescents’ social background. Empirical analyses of data from the Social Survey 2010: Education and Housing show that adolescents growing up in single-parent families have, on average, a higher number of school absences than their peers in two-parent families. These disadvantages are greater for adolescents with low social backgrounds, regardless of whether this is measured by parental education or housing tenure. Both economic resources (lower household income) and social resources (poor relationship with absent parent) partially explain the differences in school absence rates amongst adolescents growing up in single-parent families. School environment (teacher–student relationship, atmosphere amongst students, experiences of school violence or ownership of educational institution) are not influential in explaining educational disadvantage amongst adolescents from different family structures, although they are strong predictors of school absence.

Background Neurodisability describes a broad set of conditions affecting the brain and nervous system which result in functional limitations. Children with neurodisability have more hospital admissions than their peers without neurodisability and higher rates of school absence. However, longitudinal evidence comparing rates of hospital admission and school absence in children with neurodisability to peers without neurodisability throughout school is limited, as is understanding about whether differences are greatest for planned care (e.g., scheduled appointments) or unplanned care. This study will describe rates of planned and unplanned hospital admissions and school absence due to illness and medical reasons throughout primary school (Reception to Year 6, ages 4 to 11 in England) for children with neurodisability and all other children, using linked individual-level health and education data. Methods We will use the ECHILD (Education and Child Insights from Linked Data) database, which links educational and health records across England. We will define a primary school cohort of children who were born in National Health Service-funded hospitals in England between 1st September 2003 and 31st August 2008, and who were enrolled in Reception (age 4/5) at state-funded schools. We will use hospital admissions records to identify children who have recorded indicators of neurodisability from birth up to the end of primary school (Year 6, age 10/11). Results We will describe rates of planned and unplanned hospital admissions and health-related school absence for three groups of children: those with a neurodisability indicator first recorded before beginning primary school, those with neurodisability first recorded during primary school, and those without a record of neurodisability before end of primary school. Conclusions We will further explore whether differences between these group vary across primary school years and by socioeconomic and demographic characteristics.

Inspired by social practice theory (Lave & Wenger, 1991; Nielsen, 2016), this article adopts a contextual perspective to address school absence, specifically focusing on the relationship between parents and schools in addressing excessive school absence. The central questions of the article are: How do parents of children with excessive school absence perceive the support they receive from the school? Secondly, why do schools struggle to support parents dealing with children with excessive school absence? By exploring the experiences of parents and school staff in their interactions regarding excessive school absence, the article highlights how the organization of everyday practices influences the dynamics between schools and parents. The study is based on 41 interviews, including 24 interviews with parents, four with school leaders, four with pedagogical leaders, and 11 with teachers. The article reveals that parents of children with excessive absence describe feeling left in a communicative vacuum due to schools not taking sufficient action regarding their children’s absences. On the other hand, school staff reported challenges related to internal coordination, negotiation of responsibilities, and limited resources in implementing long-term systematic interventions for parents dealing with children with excessive school absence. The article argues that in order to understand and address school absence effectively, it is essential to consider its contextual and relational nature.

Studies consistently show the detrimental effect of school absences on pupils' achievement. However, due to an accumulation of multiple risks, school absenteeism may be more harmful to achievement among pupils from lower socioeconomic status (SES). Using a sample of upper-secondary students from the Scottish Longitudinal Study (n = 3,135), we investigated whether the association between absences (overall, sickness, and truancy) and achievement in high-stakes exams varied by family SES dimensions (parental education, class, free school meal registration, and housing). The findings for overall absences and truancy show no statistically significant differences across SES groups. However, sickness absences were more harmful to the achievement of lower SES students than higher SES students. Differences between the most and least disadvantaged groups were found on all SES dimensions except for parental education. [ABSTRACT FROM AUTHOR]

Asthma can impact children’s quality of life. It is unclear how asthma is associated with the developmental health (i.e. a broad range of skills and abilities associated with growth and development) of young children at school entry. The goals of this cross-sectional, population-level study were to: (1) investigate the association between teacher-reported asthma and children’s concurrent indicators of developmental health (developmental vulnerability); and (2) explore whether school absences and functional impairments modified this association.Participants were a Canadian population-based sample of 564 582 kindergarten children (Mage = 5.71 years, SD = 0.32, 51.3 % male) with data on the Early Development Instrument (EDI) collected between 2010 and 2015. Adjusted binary logistic regressions were conducted to address the objectives. From the sample, 958 (0.2 %) children were identified as having a diagnosis of asthma. These children were absent on average 9.4 days and 53.5 % had functional impairments (vs. 6.7 days absent and 15.9 % with functional impairments in children without asthma). After controlling for demographic characteristics, children with asthma had between 1.51 and 2.42 higher odds of being developmentally vulnerable. Only the presence of functional impairments modified this relationship and only for physical health and well-being. In this large, population-based sample of Canadian kindergarten children, few teachers reported knowledge of their students’ asthma diagnosis. Among teacher-reported cases, asthma was a risk factor for developmental vulnerability in the domain of physical health and well-being only. Functional impairments may therefore be more detrimental for child development at school entry than asthma alone.

Compulsory schooling in Sweden was introduced in 1842. However, its meaning has changed over time, both in terms of who it applies to, how long it applies and how it can or should be implemented. During the 2000s, compulsory schooling has become synonymous with the obligation to be present in school and attend class. There are students who for medical, mental and social reasons can not go to school and fulfill their school obligation. In order to ensure that these students receive the education they are entitled to, a new chapter was introduced in 2020 in the Swedish Education Act, enabling distance learning. The purpose of the article is to learn more about how the educational policy framework of school attendance and everyone’s right to education can affect the meaning of compulsory schooling, and how this discursive change can have consequences for students, schools, and society. To achieve this, government policy texts on distance education and school attendance published in 2017-2021 are analyzed. The consequences that are perceived to follow from teaching beyond the school area are also discussed here. One consequence that is highlighted is that the school’s democracy mission ends up in danger. The analysis is inspired by Carol Lee Bacchi’s approach WPR (What’s the Problem Represented to be).

IntroductionAbsence from school is more frequent for children with chronic health conditions (CHCs) than their peers and may be one reason why average academic attainment scores are lower among children with CHCs.MethodsWe determined whether school absence explains the association between CHCs and academic attainment through a systematic review of systematic reviews of comparative studies involving children with or without CHCs and academic attainment. We extracted results from any studies that tested whether school absence mediated the association between CHCs and academic attainment.ResultsWe identified 27 systematic reviews which included 441 unique studies of 7, 549, 267 children from 47 jurisdictions. Reviews either covered CHCs generally or were condition-specific (e.g., chronic pain, depression, or asthma). Whereas reviews found an association between a range of CHCs (CHCs generally, cystic fibrosis, hemophilia A, end-stage renal disease (pre-transplant), end-stage kidney disease (pre-transplant), spina bifida, congenital heart disease, orofacial clefts, mental disorders, depression, and chronic pain) and academic attainment, and though it was widely hypothesized that absence was a mediator in these associations, only 7 of 441 studies tested this, and all findings show no evidence of absence mediation.ConclusionCHCs are associated with lower academic attainment, but we found limited evidence of whether school absence mediates this association. Policies that focus solely on reducing school absence, without adequate additional support, are unlikely to benefit children with CHCs.Systematic review registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?RecordID=285031, identifier: CRD42021285031.

School absenteeism is a significant social and public health problem, and it has considerable negative consequences on the development of children and adolescents not only in the short term but also in the long term. We investigated special education needs (SEN) as a risk factor for absenteeism. For 418,455 mainstream secondary school students from 151 local authorities in England, multilevel linear regression models were run to investigate the association between SEN, SEN types and absenteeism during their secondary school period from year 7 to year 11. Local authority level variation was also investigated. Adolescents with SEN were more likely to be absent than their peers without SEN. Of adolescents with SEN, those with physical disability, followed by those with behavioural, emotional and social difficulties had the highest rates of absenteeism. Absenteeism rates increased as adolescents grew older. The association between absenteeism and having any SEN varied substantially across Local authorities. The results suggest that early interventions/preventative measures could mitigate loss of schooling due to absence. Moreover, the substantial variation in attendance for children across different local authorities suggest that there may be scope for local authorities to influence absence rates among adolescents. [ABSTRACT FROM AUTHOR]

Abstract Background Syndromic surveillance systems are an essential component of public health surveillance and can provide timely detection of infectious disease cases and outbreaks. Whilst surveillance systems are generally embedded within healthcare, there is increasing interest in novel data sources for monitoring trends in illness, such as over-the-counter purchases, internet-based health searches and worker absenteeism. This systematic review considers the utility of school attendance registers in the surveillance of infectious disease outbreaks and occurrences amongst children. Methods We searched eight databases using key words related to school absence, infectious disease and syndromic surveillance. Studies were limited to those published after 1st January 1995. Studies based in nursery schools or higher education settings were excluded. Article screening was undertaken by two independent reviewers using agreed eligibility criteria. Data extraction was performed using a standardised data extraction form. Outcomes included estimates of absenteeism, correlation with existing surveillance systems and associated lead or lag times. Results Fifteen studies met the inclusion criteria, all of which were concerned with the surveillance of influenza. The specificity of absence data varied between all-cause absence, illness absence and syndrome-specific absence. Systems differed in terms of the frequency of data submissions from schools and the level of aggregation of the data. Baseline rates of illness absence varied between 2.3–3.7%, with peak absences ranging between 4.1–9.8%. Syndrome-specific absenteeism had the strongest correlation with other surveillance systems (r = 0.92), with illness absenteeism generating mixed results and all-cause absenteeism performing the least well. A similar pattern of results emerged in terms of lead and lag times, with influenza-like illness (ILI)-specific absence providing a 1–2 week lead time, compared to lag times reported for all-cause absence data and inconsistent results for illness absence data. Conclusion Syndrome-specific school absences have potential utility in the syndromic surveillance of influenza, demonstrating good correlation with healthcare surveillance data and a lead time of 1–2 weeks ahead of existing surveillance measures. Further research should consider the utility of school attendance registers for conditions other than influenza, to broaden our understanding of the potential application of this data for infectious disease surveillance in children. Systematic review registration PROSPERO 2019 CRD42019119737.

In this study, we examine the impact of a student's household socioeconomic status (SES) rank within a class on two critical factors affecting the accumulation of human capital: school bullying victimization and school absence. We identify the effect from the variation of a within-class SES rank of students assigned to different schools and classes, controlling the absolute level of SES and class fixed effects. Using the data from middle-school students in the Trends in International Mathematics and Science Study (TIMSS), we find that, although the absolute level of SES is negatively associated with these incidences, students with a high SES rank within a class are more likely to be the victims of school bullying and to be absent from school. We confirm that these results are robust when the sample is restricted to schools where students' assignment to classes is as good as random. [ABSTRACT FROM AUTHOR]

School attendance problems and school dropout are recognised as a major concern by researchers, policymakers, practitioners and the wider society. Although research acknowledges the multi-faceted complexity of dropping out of school, only a limited number of studies have focused on the perspective of support workers (e.g., teachers, social workers, school management, student coaches, policymakers, researchers, labour consultants and psychologists). Using in-depth interviews with 32 support workers, this study reveals an integrated insight into the process of dropping out and its affecting factors. The results of this study provide a conceptualisation of dropping out, and 6 themes emerged from the data, shedding light on the intrapersonal, interpersonal and contextual influencing factors. The study suggests the recognition of the complex interplay of risk factors, the development of a positive discourse to overcome stigma, and the contextualisation of practice based on the holistic educational needs of students to 'do whatever it takes'. [ABSTRACT FROM AUTHOR]

This paper presents a comprehensive overview of the recording, reporting, and use of data pertaining to school attendance and absence in England. To establish a foundation, we outline the educational context in England, alongside an explanation of the legal framework guiding the collection and use of attendance and absence data. Subsequently, we elucidate the definition and documentation of various types of absence in England, the methodologies employed for data collection and dissemination, as well as the utilisation of this data for benchmarking purposes. Notably, attendance serves as a key performance indicator for schools, Trusts, and Local Authorities, aiming to improve the educational outcomes of young people. Through a critical examination of the current policy and practice in England concerning data on school attendance and absence, we identify strengths and weaknesses. Based on our findings, we propose additional actions to improve the consistency of data collection and foster the effective reporting and use of data to support prompt responses as needed. Through these suggestions, our endeavour is to drive continuous improvement and optimise outcomes for young people in England. [ABSTRACT FROM AUTHOR]

The recording, reporting, and use of data on school attendance and absence (DSAA) play a crucial role in understanding attendance and addressing absence in educational systems worldwide. However, a comprehensive grasp of the diverse approaches adopted across and within different countries has remained elusive. To address this knowledge gap, the International Network for School Attendance (INSA) facilitated this special issue providing an in-depth investigation into DSAA practices in 13 countries. This opening paper serves two purposes. First, it lays the conceptual groundwork for readers before they delve into the recording, reporting, and use of DSAA in different countries. Second, it presents key insights that emerge from the diverse array of contributions and a discussion of challenges and opportunities for the field. These include the substantial inconsistencies within and across countries; the pressing need for standardised best practices for recording, reporting, and using data; and the importance of embracing technological advancements to enhance the use of data. We envisage that the collective effort of the 40 authors involved in this special issue will enrich knowledge, enhance collaboration, and create real-world impact by enabling interested parties to develop, use, and evaluate data-driven strategies related to attendance and absence. By working together to address challenges and seize opportunities related to DSAA, we help young people access the education they rightfully deserve. [ABSTRACT FROM AUTHOR]

Patients with haemophilia who are not adequately treated experience a lifetime burden of joint complications and loss of functional ability due to repeated bleeding episodes caused by low levels of clotting factor VIII or IX in the blood. These complications can significantly impact day-to-day life, including active participation in school and academic study in children with haemophilia (CwH). Treatment with factor replacement therapy can help to prevent this, but access to factor has been challenging in low-resource settings such as Northeast India. This study shows the impact of factor replacement therapy on bleeding episodes, joint complications and school absence among CwH in this setting.

An underexamined consequence of childhood obesity is caregivers' missed work attributed to child absence from school due to a health condition. This secondary analysis (N = 123) reported the frequency of missed work among caregivers of children with a body mass index (BMI) at or above the 75th percentile and examined associations with select child, parent, and household characteristics. Caregivers missed work 1.3 (SD = 1.2) times in the past year with 41% reporting 2 or more times. A child visiting a health-care provider 2 or more times in the past year and parent perception of their child's health as good/fair/poor were significantly associated with caregivers' missing work 2 or more times in a year (OR = 5.8 and OR = 3.0, respectively). A significant association between children's physical and psychosocial well-being and caregivers' missed work emphasizes the school nurse role working with children with high BMI and families to address student absenteeism and caregivers' missed work. [ABSTRACT FROM AUTHOR]

Background: Syndromic surveillance systems are an essential component of public health surveillance and can provide timely detection of infectious disease cases and outbreaks. Whilst surveillance systems are generally embedded within healthcare, there is increasing interest in novel data sources for monitoring trends in illness, such as over-the-counter purchases, internet-based health searches and worker absenteeism. This systematic review considers the utility of school attendance registers in the surveillance of infectious disease outbreaks and occurrences amongst children.Methods: We searched eight databases using key words related to school absence, infectious disease and syndromic surveillance. Studies were limited to those published after 1st January 1995. Studies based in nursery schools or higher education settings were excluded. Article screening was undertaken by two independent reviewers using agreed eligibility criteria. Data extraction was performed using a standardised data extraction form. Outcomes included estimates of absenteeism, correlation with existing surveillance systems and associated lead or lag times.Results: Fifteen studies met the inclusion criteria, all of which were concerned with the surveillance of influenza. The specificity of absence data varied between all-cause absence, illness absence and syndrome-specific absence. Systems differed in terms of the frequency of data submissions from schools and the level of aggregation of the data. Baseline rates of illness absence varied between 2.3-3.7%, with peak absences ranging between 4.1-9.8%. Syndrome-specific absenteeism had the strongest correlation with other surveillance systems (r = 0.92), with illness absenteeism generating mixed results and all-cause absenteeism performing the least well. A similar pattern of results emerged in terms of lead and lag times, with influenza-like illness (ILI)-specific absence providing a 1-2 week lead time, compared to lag times reported for all-cause absence data and inconsistent results for illness absence data.Conclusion: Syndrome-specific school absences have potential utility in the syndromic surveillance of influenza, demonstrating good correlation with healthcare surveillance data and a lead time of 1-2 weeks ahead of existing surveillance measures. Further research should consider the utility of school attendance registers for conditions other than influenza, to broaden our understanding of the potential application of this data for infectious disease surveillance in children.Systematic Review Registration: PROSPERO 2019 CRD42019119737. [ABSTRACT FROM AUTHOR]

All children in Sweden have the right to attend school from the year they reach the age of six. But are all children obliged to be there? Sweden have had compulsory schooling since the end of the 19th century. This means that there is an obligation to be in the school and attend its activities. A changed governance of the school during the last decades of the 20th century, from centralized to decentralized, opened up for the possibility of local school practices to define how the compulsory schooling should be interpreted and applied. In this article we scrutinize whether this has opened for potential inequalities regarding compulsory schooling in Sweden. In doing this we analyze law and policy documents that in different ways prescribe how deviations from school duties, so-called school absence, should be handled and by whom. The purpose of the article is to elucidate the effects of state-formulated guidelines regarding the management of school absence in Swedish compulsory school. Inspired by Carol Lee Bacchis’ WPR (What´s the Problem Represented to be) analysis, we interrogate how departures from compulsory schooling are portrayed as a problem and what meaning are ascribed to compulsory schooling - not least from an equality perspective.

Background: A growing body of evidence supports the safety of the human papillomavirus (HPV) vaccines. However, concerns about autonomic dysfunction syndromes and non-specific symptoms continue to linger. These conditions are not easily captured by traditional diagnostic classification schemes and call for innovative approaches to the study of vaccine safety which take more general measures of all-cause morbidity into account.Methods: Taking advantage of the unique Danish registers, including regional registration of absence from school, we conducted a cohort study of 14 068 adolescent Danish girls attending 5th through 9th grade in public schools in the municipality of Copenhagen during 1 August 2013-23 January 2018. We obtained time-varying HPV vaccination status and demographic information from nationwide registers. Using Poisson regression with random effects, we estimated rate ratios (RRs) of absence due to illness, comparing HPV-vaccinated girls with unvaccinated girls with adjustment for grade, season, calendar period, demographic factors and random effects at the individual, class and school levels.Results: Our study included 6 206 188 school days with 213 221 days of absence from school due to illness (absence rate, 3.4%). Comparing absence rates due to illness in HPV-vaccinated and unvaccinated girls yielded an adjusted RR of 1.00 (95% confidence interval [CI], 0.98-1.03).Conclusions: Our study provides an important and novel contribution to HPV vaccine safety. Using absence from school records, we were able to address important safety concerns without relying on medical diagnoses. We conclude that HPV vaccination does not increase the risk of morbidity in any manner that manifests as absence from school due to illness. [ABSTRACT FROM AUTHOR]

ObjectiveSchool attendance is an important functional marker in adolescence, and knowledge of the correlates of school absence is important to inform preventive efforts. The main aim of the present study was to investigate the association between symptoms of depression and school absence in late adolescence, adjusting for sociodemographic characteristics and externalizing problems.MethodsData stem from the youth@hordaland-survey, a population-based survey of adolescents between 16 and 19 years old attending upper secondary education in Hordaland County, Norway, in spring 2012. Administrative data on school absence was provided for 8222 adolescents. In addition to days and hours absent the past semester, a variable of total absence was calculated and divided into quartiles of absence. Symptoms of mental health problems and sleep duration was based on adolescent self-reports.ResultsReports of depressive symptoms were significantly associated with school absence when investigated as continuous variables. The strength of the association attenuated but remained statistically significant when controlling for sociodemographic factors and externalizing problems. When investigating the association at different levels of school absence, adolescents in the second, third and fourth quartile of school absence reported significantly higher depression scores compared to adolescents in the first quartile. The association between reports of symptoms of depression and school absence was partially mediated by sleep duration.ConclusionThe association between reported symptoms of depression and school absence was evident even at low levels of school absence, indicating a role for universal prevention strategies. The findings suggest both depression and sleep problems as possible targets for intervention in late adolescence.

BACKGROUND: Children with sickle cell disease (SCD) have a greater likelihood of demonstrating many medical complications that may put them at risk for a variety of difficulties, including poor school performance and cognitive impairment. OBJECTIVES: This study was designed to assess the school performance of primary school-aged patients with SCD compared to age- and gender-matched healthy students and to evaluate the factors that influence school performance in these patients. MATERIALS AND METHODS: A total of 68 patients with SCD from 48 primary schools and 68 healthy student classmates (control group), aged 7–12 years, were recruited. The average school examination scores were used as a school performance measure, while cognitive functioning was assessed by using the Draw-A-Person test. RESULTS: The average school examination scores and cognitive function scores of patients with SCD (82.46 ± 15.48 and 24.72 ± 7.48, respectively) were significantly lower than the corresponding scores of their classmate control group (93.42 ± 10.02 and 27.84 ± 7.46, respectively), P < 0.05. Students with SCD missed significantly more school days (12.37 ± 10.57) than healthy students (3.18 ± 3.62), P < 0.001, and high school absence was significantly associated with low school performance among SCD patients, P = 0.027. Among patients with SCD, Pearson correlation revealed a negative association between school performance and age and school absence days (r = −0.346 and r = −0.390, respectively, P < 0.01) and a positive association between school performance and maternal education (r = −0.388, P < 0.001). CONCLUSIONS: School performance and cognitive function were significantly lower among patients with SCD than among their classmates, and school absence and the age of patients had a negative impact on school performance.

The current study, based on a survey of 1799 parents, explored parental perspectives of school absence in relation to approved grades, challenges, demands and obstacles in education for children with autism spectrum disorder. The results revealed a relatively high rate of school absenteeism for reasons other than illness. Girls had higher rates of absenteeism than boys for short durations of absence. Absenteeism was primarily caused by a lack of teacher competence regarding autism and inadequate adaptation of teaching. There were no significant differences between genders in approved grades, but the rate of failure to achieve approved grades was approximately 50%. The most common form of educational support was support from special needs teachers and adapted pedagogy. [ABSTRACT FROM AUTHOR]

Objective: School attendance is an important functional marker in adolescence, and knowledge of the correlates of school absence is important to inform preventive efforts. The main aim of the present study was to investigate the association between symptoms of depression and school absence in late adolescence, adjusting for sociodemographic characteristics and externalizing problems. Methods: Data stem from the youth@hordaland-survey, a population-based survey of adolescents between 16 and 19 years old attending upper secondary education in Hordaland County, Norway, in spring 2012. Administrative data on school absence was provided for 8222 adolescents. In addition to days and hours absent the past semester, a variable of total absence was calculated and divided into quartiles of absence. Symptoms of mental health problems and sleep duration was based on adolescent self-reports. Results: Reports of depressive symptoms were significantly associated with school absence when investigated as continuous variables. The strength of the association attenuated but remained statistically significant when controlling for sociodemographic factors and externalizing problems. When investigating the association at different levels of school absence, adolescents in the second, third and fourth quartile of school absence reported significantly higher depression scores compared to adolescents in the first quartile. The association between reports of symptoms of depression and school absence was partially mediated by sleep duration. Conclusion: The association between reported symptoms of depression and school absence was evident even at low levels of school absence, indicating a role for universal prevention strategies. The findings suggest both depression and sleep problems as possible targets for intervention in late adolescence. [ABSTRACT FROM AUTHOR]

Copyright of Special Treatment / Különleges Bánásmód is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Effective asthma management at school can help students with asthma stay healthy, learn better and participate fully during their school day. This study sought to understand school-based asthma care from the perspective of parents and school personnel to improve asthma care at school. Methods: A cross-sectional study was conducted in Hartford, CT. School personnel from 59 schools and 322 parents/guardians were invited to participate. Four cross-sectional surveys using Likert-type scales assessed parental and school personnel satisfaction, confidence in managing asthma, policy awareness, management of asthma during physical activity, and perceived gaps surrounding school-based asthma care. Results: 263/322 (82%) eligible parents of children with asthma (mean age 8.5 ± 4.3, 56% Hispanic, 30% African American) completed surveys. Thirty six school nurses (62%), 131 teachers (8%), 14 coaches (14%), and 17 school principals (29%) participated. 90% of parents were satisfied with asthma management in school. School nurses were more aware of asthma policies than teachers (74% vs. 24%, p < 0.001). 34% of school nurses, 30% of teachers and 36% of coaches were unaware of asthma-related absences. 14% of physical education teachers/coaches reported no asthma training. Conclusion: In this convenience sample of parents and school personnel, parents reported overall satisfaction regarding the asthma care their children receive at school, yet a number of gaps pertaining to school-based asthma care were identified. Increased asthma training and enhanced communication among school personnel is needed to address these gaps. National guidelines and resources are readily available to improve asthma care at school. [ABSTRACT FROM AUTHOR]

BACKGROUND: Asthma is epidemic in many locations in the United States. Asthma exacerbations pose serious health and education risks for students through school absences, school dropout, and introduction to the juvenile justice system. Accurate school district‐level asthma data, currently in short supply, would enable early interventions that focus on specific geographic areas and racial and ethnic subgroups that have higher asthma prevalence. METHODS: To support the development of better local level data systems, we used two California student databases, as well as state education and financial databases, to develop two models to estimate school absences and to extrapolate their economic impact in lost school revenue. RESULTS: Analysis demonstrated subpopulations that are appropriate for early intervention: African American elementary school boys have 9.4 average absences per year, higher than other primary racial and ethnic groups. Students who miss ≥3 school days due to asthma account for $26 million of lost revenue. CONCLUSIONS: Accurate local level asthma data can identify subpopulations of students for whom environmental and treatment programs can be employed to reduce asthma absences and other related outcomes, and to reduce currently lost school revenues. Such programs also may diminish other asthma‐related school inequities. [ABSTRACT FROM AUTHOR]

School staff have an important role to play in identifying and assisting pupils who require additional support to regularly attend school, but their beliefs about risk factors might influence their decisions regarding intervention. This qualitative study investigated educational practitioners' beliefs about risk factors for attendance problems. Sixteen practitioners from three secondary schools were interviewed via focus groups. Data were analysed using thematic analysis. Practitioners identified risk factors related to the individual, their family, peers and school. Poor mental health was identified as a risk factor, but practitioners primarily focused on anxiety rather than other mental health problems like depression or behavioural disorders. The overall perception was that school factors were less important than individual, family and peer factors. Implications include a need for increased awareness of the role of school factors in attendance problems, focus on promoting positive peer and pupil-teacher relationships, and collaborative working between young people, families and schools. [ABSTRACT FROM AUTHOR]

To evaluate whether school nurses can assist pediatricians in providing asthma care and reduce school absenteeism through a program called Easy Breathing for Schools (EzBfS), a 5-element school nurse-led asthma management program and the effectiveness in reducing school absenteeism. Fifteen public school nurses in an urban community implemented EzBfS during the 2015–16 and 2016–17 school years. Program elements included assessment of asthma risk and asthma control, asthma education, medication review, and a pediatrician communication tool. School absence for any reason was the primary outcome; absentee rates for students with asthma enrolled in the program were compared to students with asthma in the entire school population using negative binomial regression. School nurses enrolled 251/2,126 students with physician-confirmed asthma (2015–16: n = 114 and 2016–17: n = 137). Sixty eight percent of participants were Latino and 25% were Black with a mean age of 8.7 ± 2.2 years. Absentee rates were higher in children with asthma compared to children without asthma (8.3% vs 7.0% absent, respectively P <.001). Students enrolled in the program experienced a 25% decrease in absentee rate after adjusting for age, sex, race/ethnicity, and school year (rate ratio = 0.75, 95% confidence interval, 0.67, 0.85) as compared to students with asthma not enrolled in the program. Participants also demonstrated improvement in inhaler technique score (P <.001). Ninety two percent of the nurses were satisfied with the program. EzBfS, a pragmatic, nurse-led asthma management program, was successfully implemented by school nurses and significantly decreased school absences among a sample of students with asthma. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat Tarbawiya is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A growing proportion of adolescents struggle with school life and could benefit from special school programmes. School could be an arena for supporting such adolescents and, to meet these challenges, interprofessional collaboration (IPC) has been recommended for better health. The aim of the present study was to explore the experience of IPC in a special school programme offered to adolescents who struggle with school life – from the perspective of the professionals involved. Focus group interviews were carried out with four groups and fourteen participants, and the focus groups included two to five participants each. The focus group interviews were analysed using qualitative content analysis. The analyses from this study resulted in a main theme: IPC in the special school programme is unpredictable. Five categories emerged from the data, including: variations in initiative, significance of individual characteristics, informal and formal contact, lack of criteria and goals, and different obligations. The participants described IPC as differing from case to case, with a lack of criteria and goals for adolescents in the special school programme. They experienced the random nature of whoever took the initiative to collaborate, and that confidentiality and the different documentation requirements could affect IPC. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Education & Psychology is the property of European Journal of Education & Psychology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: It is well known that adolescents with chronic fatigue syndrome (CFS) experience greater school absenteeism compared to healthy adolescents. Less is known about other important aspects of school functioning including school participation, school connectedness, and academic performance in students with CFS. The aim of this study was to compare school functioning as a multifaceted construct in adolescents with CFS to healthy adolescent peers. We also explored whether illness factors were associated with school functioning in adolescents with CFS.Methods: Thirty-nine participants with CFS and 28 healthy controls (aged 13–17 years) completed a range of subjective and objective measures of school functioning, as well as measures of fatigue and emotional symptoms.Results: Adolescents with CFS demonstrated significantly higher rates of school absence, as well as poorer school-related quality of life, reduced school participation, poorer connectedness with school, and reduced academic performance. Fatigue severity and emotional symptoms were significantly associated with most aspects of school function.Conclusions: Adolescents with CFS are at increased risk for poor school functioning across a range of indicators which extend beyond school absenteeism.

Background: Previous studies have examined the association between childhood asthma and lost productivity; however, more data are needed to understand its impact.Methods: This was a retrospective analysis of cross-sectional data in the nationally representative 2007–2013 Medical Expenditure Panel Survey (MEPS). School-aged children (SAC), children (age 6–11), and adolescents (age 12–17) with asthma were compared to those without asthma to examine annual missed school days. Adult parents/caregivers of SAC with asthma were compared to those of SAC without asthma to examine missed work days. The cost of premature asthma mortality for SAC was also estimated. Negative binomial regression was used for missed school days, and a two-part model structure was used for missed work days. All analyses controlled for sociodemographics and other covariates.Results: There were 44,320 SAC of whom 5,890 had asthma. There were 43,496 employed adults with at least one child. SAC (6–17) with asthma missed 1.54 times the number of school days compared to SAC without asthma. Caregivers of SAC (6–17) with asthma missed 1.16 times the number of work days to care for others compared to caregivers of SAC without asthma. SAC in the USA missed an additional 7 million school days associated with asthma (3.7 million children and 3.3 million adolescent). There were 130 asthma deaths resulting in an annual cost of $211 million ($US 2015).Conclusions: Childhood asthma is associated with a significant school absence and productivity loss in the USA. Better treatment and asthma management programs are needed to alleviate this burden. [ABSTRACT FROM PUBLISHER]

Objective We undertook this systematic review to explore the relationship between sanitation and learning outcomes, specifically cognitive development and absence. Methods We searched leading databases to identify experimental and observational studies that address the effect of sanitation on our outcomes of interest. We identified 17 studies that met the review’s eligibility criteria, four reporting on measures of cognitive development, 12 on school absence (with two studies reporting on school and work absence), and one study that reported on both outcomes. We assessed the risk of bias of individual studies as well as the overall strength of evidence for each outcome. Because of fundamental differences among the studies in terms of sanitation exposure and outcome measurement, pooling results via meta-analysis was deemed inappropriate so a descriptive review is presented. Results Studies reported that access to household sanitation was associated with measures of improved cognitive ability in children. However, collectively these studies were rated by GRADE as poor methodological quality with significant potential for confounding and bias, including publication bias. Studies on the association between household, community or school sanitation and school absence yielded mixed results. Some sanitation studies reported lower absence while others reported higher absence. Only the two randomized controlled trials reported no overall effects on absence even when combining sanitation with water supply improvements and hygiene promotion. Study quality as assessed by GRADE was again generally poor. Conclusion While studies to date provide some support for positive effects from sanitation on cognitive development, the effects on school absence are uncertain. Differences in effects may be due to differences in study settings, type of sanitation exposure and most notably in outcome definitions. Further research in multiple settings using rigorous study designs and measuring intermediate outcomes such as exposure can help determine the effects of sanitation on these important learning outcomes. [ABSTRACT FROM AUTHOR]