Search

In Germany, penalties such as fines or police action are imposed for noncompliance with compulsory schooling. However, formal administrative procedures are often deemed inadequate by experts who advocate for school-wide multidimensional support in addressing school absenteeism. We analyze guidance documents of different federal states, examining their emphasis on formal and school-wide strategies. We specifically explore the report of Schleswig-Holstein to demonstrate the shifting focus from punitive measures to more supportive approaches in addressing absenteeism. [ABSTRACT FROM AUTHOR]

This article aims to increase knowledge of ways to counter school absenteeism and early school leaving. It analyses stories of youths who either attended or probably would be referred to a Swedish remedial program because of failure to complete compulsory education. Histories of school absenteeism were frequent in both groups. Most participating students reported that a holistic approach, individually adapted support, and a respectful socio-emotional environment helped them to regain self-esteem and school motivation. The findings indicate essential factors for prevention of school absenteeism and early school leaving. [ABSTRACT FROM AUTHOR]

This article uses neoinstitutional theory to comparatively analyze different actors' institutional work with "problematic school absenteeism". Data was generated around four cases, each consisting of absent students and actors who work with absenteeism. The results describe how a dichotomous view of students' well-being and knowledge development is established among actors, fueled by bureaucratic and professional logics that challenge the idea of integrating a concern for students' knowledge development and a care for their well-being. [ABSTRACT FROM AUTHOR]

As a common research agenda, depression is a mental disorder that affects all age groups and has serious negative impacts on the individual's life. Depressed children tend to seem compliant, quiet, and calm, so childhood depression can only be recognized and treated when they show certain behaviors such as school absenteeism or tantrum. Depressed children and adolescents cannot think clearly, so they cannot make healthy decisions in their family and school life and peer relationships, negatively affecting their academic and social life. In this respect, it is critical for children and adolescents prone to depression and less coping skills to seek help for their mental health and social well-being. This research aimed to raise awareness on this issue and to provide a resource to field experts and families by breaking down the prejudices that depression is only seen in adults. Therefore, this research would contribute to the relevant literature. [ABSTRACT FROM AUTHOR]

Background: School feeding programs (SFP) in low-income countries are designed to provide food to vulnerable school children to create optimal educational and health conditions for learners. Ethiopia scaled up the implementation of SFP in Addis Ababa. Yet, the utility of this program in terms of school absenteeism has not been monitored thus far. Hence, we aimed at evaluating the effect of the SFP on school performance of primary school adolescents in Addis Ababa, Central Ethiopia. Methods: A prospective cohort study was carried out from 2020 to 2021 on SFP-beneficiary (n = 322) and non-SFP beneficiary (n = 322). Logistic regression models were done using SPSS version 24. Results: In logistic regression, unadjusted model (model 1), the school absenteeism of non-school-fed adolescents was higher by 1.84 (adjusted odds ratio [aOR] 0.36, 95% confidence interval [CI] 1.28-2.64) as compared to school-fed adolescents. The odds ratio remained positive after adjusting for age and sex (model 2: aOR 1.84, 95% CI 1.27-2.65), and sociodemographic (model 3: aOR 1.84, 95% CI 1.27-2.67). In the final model, adjusted model 4, health and lifestyle, there was a significant increase in absenteeism of non-school-fed adolescents (model 4: aOR 2.37, 95% CI 1.54-3.64). The likelihood of absenteeism in female increase by 2.03 (aOR 2.03, 95% CI 1.35-3.05), whereas being in a low tertile wealth index family decreases absenteeism by (aOR 0.51, 95% CI 0.32-0.82). School feeding was negatively associated with school absenteeism. Conclusions: The findings imply the need for strengthening school feeding programs. Plain language title: School Feeding and Absenteeism Plain language summary: To ensure optimal educational and health conditions for students, the school feeding program (SFP) provides food to needy children in low-income countries. Ethiopia has expanded the implementation of the SFP in Addis Ababa. However, the benefits of this program in terms of school absenteeism have not been studied. Therefore, we sought to examine the impact of the SFP on the school performance of primary school students in Addis Ababa, central Ethiopia. A prospective cohort study of SFP beneficiaries and non-SFP beneficiaries was conducted. This study found a significant increase in absenteeism among youth who did not receive school meals compared with their school-supplied peers. The results indicate that school meal programs need to be strengthened. Therefore, it is imperative that the Ethiopian government allocate significant resources to the program for it to be successful and scaled up to other regions of Ethiopia. Programs should include cross-sectoral participation, strong institutional resource management, capacity building, and linkages with fundraising nongovernmental organizations. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Sociológicos is the property of El Colegio de Mexico AC 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.)

Antecedents - Risk and Protective Factors for Mental Health Conditions Future research needs to answer which family, business, and institutional characteristics serve as risk factors versus protective factors regarding business family members developing mental health conditions and how these characteristics interact. Keywords: family business; mental health; mental health conditions; business families EN family business mental health mental health conditions business families 284 295 12 08/17/23 20230901 NES 230901 Mental health conditions affect an estimated one in three Americans and one in five Canadians in their lifetime ([11]; [32]). Families who exhibit stigma around mental health conditions often do not recognize when a family member is struggling with their mental health or willingly ignore mental health conditions and their consequences due to fear of stigma ([6]). *Are senior generation members with high TCI more likely to deny next generation members' mental health conditions, stigmatize mental health, and resist implementing mental health policies in the family firm?. [Extracted from the article]

To what extent and under what conditions do college graduates disengage from employment‐incompatible behaviors during the college‐to‐work (C2W) transition? Drawing from the life course perspective, we proposed a model highlighting considerable stability of employment‐incompatible behaviors during initial months of organizational socialization. Our model predicted that maturing out of such behaviors, which is expected by employers and beneficial to career adjustment, would be more likely to occur given a conducive transition context. Using a large dataset tracking graduates from their last semester in college to up to approximately 1.5 years after graduation and with alcohol use as our empirical referent, we demonstrated that a pattern of high‐risk drinking behavior may remain even after the transition into full‐time employment. We further showed that lower levels of perceived cohort drinking norms and higher levels of mentoring were associated with a higher probability of maturing out, manifesting in a transition from a high‐risk drinking profile before graduation to a moderate drinking profile after starting full‐time employment. Finally, we found that maturing out was associated with lagged outcomes including lower levels of sleep problems and depression and fewer workdays lost to absenteeism, thus underscoring the consequential nature of behavior profile shifts during the C2W transition. [ABSTRACT FROM AUTHOR]

Aim:To examine the relationship between children's oral health-related quality of life and their academic achievement and school attendance.Materials and Methods:Data was gathered from the answers to a structured questionnaire from 150 children aged 7-12 years. Their demographic data, the children’s/parents’ oral health conditions, their academic performance/school absenteeism, and their intraoral examination outcomes were recorded via a structured questionnaire. The Silness & Löe plaque index was used to assess their dental plaque scores and DMFT/DMFS, dmft/dmfs indices according to the WHO criteria were used to determine their dental caries scores.Results:The mean age of the 150 pediatric patients [72 girls (48%) and 78 boys (52%)] was 9.23±1.44 years. Due to dental care-related issues, 82% of schoolchildren missed less than two weeks, and 18% missed more than two weeks of school. Furthermore, 21% of these missed days were related to toothache or infections, and 34% were due to going to dental treatment appointments. The association between nail biting and hard object biting and the school achievement of the children was shown to be statistically significant (p=0.02 and p=0.03, respectively). According to the results of the present study, it was determined that school absenteeism was higher in those children who needed dental treatment. It was also observed that there was a negative correlation between school absenteeism and academic success (p=0.01).Conclusion:Dental problems can cause school-aged children to be absent from school and affect their school performance negatively.

BackgroundMissing school impacts both education and health. The purpose of this study was to address sickness absence in primary schools by adjusting the ‘Medical Advice for Sick-reported Students’ intervention for secondary schools. This was necessary because of fundamental differences in relation to the children’s age and in the schools’ organizational structure.MethodsThe intervention mapping approach steps 1 through 4 were used to adapt ‘Medical Advice for Sick-reported Students’ to primary schools (MASS-PS), including a literature search, stakeholder interviews, establishing a planning group and pre-testing.ResultsIn step 1, a planning group was formed and a logic model of the problem was created. In step 2, a logic model of change was created. In step 3, a theoretical basis and practical strategies were determined. In step 4, practical support materials were designed, and two pre-tests of the materials were performed.ConclusionIntervention mapping was successfully used to adapt MASS to primary schools. The main changes were the lowering of the threshold for extensive sickness absence, consultations between teacher and attendance coordinator, and addition of two experts. With MASS-PS, sickness absence can be addressed as a “red flag” for underlying problems.

The 2014 paper "Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood" examines the effectiveness of grade 3-8 teachers and their students' future income. It shows that 30 percent of the achievement gap between high and low- poverty schools is due to school closures and 50 percent is explained by the differential effect of remote/hybrid learning on poor and rich schools. School closures and switches to hybrid/virtual learning due to the pandemic adversely affected student achievement through several channels, including a decline in skill accumulation and a disruption of peer effects and peer-group formation. The 2021 study "Large Socio-Economic, Geographic and Demographic Disparities Exist in Exposure to School Closures" shows that school closures occurring from September 2020 to December 2020 were more common in schools with lower third-grade math scores and with higher shares of students who are racial and ethnic minorities, who experience homelessness, who have limited English proficiency and who are eligible for free or reduced-price school lunches. [Extracted from the article]

Background: Patients with active axial spondyloarthritis (axSpA) exhibit more absences and lower levels of productivity in the workplace and household than the general population, which can improve upon treatment. Objectives: The objective of this study is to determine the long-term impact of achieving different levels of clinical response or disease activity on workplace and household productivity in patients with axSpA. Design: RAPID-axSpA (NCT01087762) was a 204-week phase III trial evaluating the safety and efficacy of certolizumab pegol (CZP) in adult patients with active axSpA. Methods: The impact of axSpA on workplace and household productivity was evaluated using the validated arthritis-specific Work Productivity Survey. Outcomes included the percentage of patients achieving Assessment of SpondyloArthritis International Society (ASAS) response and Ankylosing Spondylitis Disease Activity Score (ASDAS) thresholds. This post hoc study used a generalised estimating equations model to determine the association between the threshold of clinical response achieved and patient productivity. Results: Of 218 CZP-randomised patients, 65.1% completed week 204. At baseline, 72.0% were employed outside the home. Of the patients who were unemployed, 42.6% were unable to work due to arthritis. Achievement of higher treatment response thresholds, such as clinical remission, was associated with fewer days affected by workplace absenteeism (ASAS-partial remission: 4.0 days, ASAS40: 8.6 days, ASAS20 but not reaching ASAS40 response: 29.4 days, ASAS20 non-response: 69.2 days; ASDAS-inactive disease: 5.0 days, ASDAS-low disease activity: 15.6 days, ASDAS-high disease activity: 32.7 days, ASDAS-very high disease activity: 93.4 days). Similar associations were found for workplace presenteeism, and household absenteeism and presenteeism. Conclusions: Over 4 years, achievement of higher clinical response thresholds and lower levels of disease activity was associated with fewer cumulative days affected by absenteeism or presenteeism, with clinical remission associated with the greatest improvements in productivity. This highlights the importance of targeting these thresholds to limit the burden of axSpA on society and on patients' daily lives. [ABSTRACT FROM AUTHOR]

Background: Generally, Body surface area (BSA) changes significantly during growth and maturation. These increases portend a possible relationship between body size as determined by BSA with maturational status in children and adolescents. Objective: To determine the relationship between maturity status (MS) obtained by non-invasive anthropometric methods and body surface area (BSA) in children and adolescents of both sexes in a regional population of Chile. Additionally, we sought to verify the type of linear or nonlinear relationship between MS and BSA in both sexes. Methods: A descriptive (cross-sectional) study was designed in 950 children and adolescents of both sexes (539 males and 411 females). The age range ranged from 6.0 to 17.9 years. Anthropometric measurements were evaluated: body weight, standing height, sitting height. MS was assessed by means of two non-invasive anthropometric techniques. Both techniques predict peak years of growth velocity (APHV) through a regression equation for each sex. BSA (m2) was estimated by means of the Haycock equation. Results: The R2 in the linear model is relatively lower (R2 = 0.80 to 0.89 in males and 0.74 to 0.66 in females) in relation to the nonlinear quadratic model (R2 = 0.81 in males and 0.76 to 0.69). The quadratic nonlinear quadratic model reflected an adequate fit (RMSE) for the data set, being in men (RMSE = 1.080 and 1.125), while in women (RMSE = 1.779 and 1.479). Conclusion: BSA is positively associated with MS determined by two non-invasive methods in Chilean children and adolescents: The nonlinear quadratic model was a better fit to the data distribution. The results suggest the use of BSA as a possible predictor of maturity status in Chilean youth. [ABSTRACT FROM AUTHOR]

For girls and women in their reproductive years, the symptom of heavy menstrual bleeding (HMB) is the most common cause of iron deficiency (ID), including the extreme manifestation of iron deficiency anemia (IDA). It is recognized that these two clinical entities are not only ubiquitous, but their interrelationship is poorly appreciated and frequently normalized by society, healthcare providers, and affected girls and women themselves. Both HMB and ID/IDA adversely impact quality of life—HMB during the episodes of bleeding and ID daily as long as the ID exists. These combined issues undermine the lives of reproductive‐aged girls and women of all ages, from menarche to menopause. At the same time, pervading culture and the often insidious nature of these disorders frequently lead to societal normalization, including by healthcare professionals. The effects on cognitive function as well as the related work and school absenteeism and presenteeism can undermine the efforts and function of women in all walks of life, be they students, educators, employers, or employees. There is also an increasing body of evidence suggesting that ID, even in early pregnancy, may adversely impact fetal neurodevelopment with enduring effects on a spectrum of cognitive and psychological disorders—effects that can have widespread impacts on society. Collectively, this critically important evidence begs the implementation of diagnostic and management guidelines aimed at identifying iron‐deficient girls and women, repleting their iron stores, and, when present, effectively treating the most common reason for the problem—the various causes of the symptom of HMB. Synopsis: Heavy menstrual bleeding commonly causes iron deficiency that not only adversely affects quality of life, but, when present periconceptually, can result in impaired fetal neurodevelopment. [ABSTRACT FROM AUTHOR]

The aim of this study was to assess the experience and quality of life (QoL) related to menstruation in adolescents with a genetic syndrome accompanying intellectual disability (ID). This prospective cross-sectional study was conducted on 49 adolescents with a genetic syndrome accompanied by ID, which was defined by the Wechsler Intelligence Scale for Children-Revised, and 50 unaffected controls. In a survey created by the authors, demographic information, menstrual history, and information regarding menstrual difficulties, school abstinence, dysmenorrhea, and premenstrual changes were collected. The Childhood Health Assessment Questionnaire was used to evaluate physical impairment, whereas the QoL scale was utilized to evaluate QoL in general and during menstruation. Data were collected from caregivers and additionally from the participants with mild ID, whereas in the control group, data were collected from the participants. Menstrual history was similar between the 2 groups. Menstruation-related school absenteeism was higher among the ID group (8% vs 40.5%, P <.001). Mothers reported that 73% of their daughters needed help with menstruation care. Social, school, psychosocial functioning, and total QoL scores during menstruation were significantly lower in the ID group when compared with the controls. A significant decrease in physical, emotional, social, psychosocial functioning, and total QoL score occurred during menstruation in the ID group. None of the mothers requested menstrual suppression. Although menstrual patterns in the 2 groups were similar, QoL decreased significantly while menstruating in the ID group. Despite a decrease in QoL, an increase in school absenteeism, and a high percentage of needing assistance while menstruating, none of the mothers requested menstrual suppression. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Explore door-to-door eye screening in India as a model to reach school age children in need of eye care, especially during school closures due to the Covid-19 pandemic. Children between 5 and 18 years were screened in an urban-slum of Delhi from September 2020 to March 2021. Screening included capturing ocular complaints, visual acuity and conducting a torchlight examination. Children with any eye-related complaints, gross abnormality or a LogMAR acuity of more than 0.2 in either eye were referred to the nearby vision centre. Data were disaggregated by gender and age group. Reporting after referral and proportion of true positives referrals were used to assess the model. 32,857 children were screened. 55% were boys. Only 917 children (2.8%) had previous eye examinations. 1814 (5.5%) children were referred. Overall compliance rate amongst those referred was 59% (1070 of 1814) and compliance was significantly higher (72%) amongst those referred with poor vision as compared to those with only ocular morbidities (38%). Overall compliance was significantly higher amongst older age group (64% vs 50%) and amongst girls than boys (61% vs 56%). 3.9% children were detected with refractive error (RE) and 2.5% with uncorrected RE which was significantly higher in girls and in older age group. Of 1070 children reporting after referral, 85% had confirmed diagnosis for RE or other ocular pathology. Door-to-door screening had good referral compliance and positive predictive value. We recommend this model as a supplement to school screening especially in regions with low enrolment and high absenteeism in schools. [ABSTRACT FROM AUTHOR]

Internalizing problems may be associated with poor academic performance and school absenteeism among youth. This study investigated the impact of the EMOTION: "Coping Kids" Managing Anxiety and Depression Program on academic achievement and school adaptation in children. Data were collected in a national cluster-randomized controlled trial at three time points in Norway. Children (N = 688, 8–12 years), who had elevated levels of anxiety or depressive symptoms from 36 schools participated. There were no significant differences between the intervention and control groups post-intervention or at 12-month follow-up regarding academic achievement and school adaptation. Likewise, no significant intervention effects were identified for school-related variables in the anxiety-only, depression-only, or combined (anxiety and depression) groups. The intervention did not have an impact on school functioning. Thus, focusing on school-related challenges and enhanced collaboration with teachers, possibly through a tailored version of the EMOTION program, could be an interesting adaptation of the intervention. [ABSTRACT FROM AUTHOR]

Employee engagement is a proven foundational component in driving better organisational outcomes. Research shows that companies with highly engaged employees outperform their competitors by 147 percent1 . If an organisation seeks to enhance the design and delivery of their products and services, and increase ROI, it needs to first concentrate on creating the best possible employee experience. However, employee engagement has even more benefits. Improved engagement leads to less absenteeism, lower employee turnover and increased productivity. [ABSTRACT FROM AUTHOR]

Background: Despite significant progress in reproductive health, many societies still treat menstruation as disgraceful and shameful process and relate it with negative consequences. This belief and attitude may increase the incidence of reproductive tract infection, leading to significant negative impact on women's health. To manage menstruation hygienically and with dignity, it is essential that women and adolescent girls have sufficient knowledge on menstruation hygiene management. Thus, this study aims to identify the knowledge, associated factors related to menstrual hygiene management (MHM) and effectiveness of health education on MHM. Methods: A school-based study was conducted between August 2021 to April 2022 among 400 secondary school girls. The sampling unit was selected by using systematic random sampling method. Health education was given in the interval between the pretest and posttest of knowledge assessment on MHM. Logistic regression analysis and Wilcoxon rank test were applied to identify predictors and to evaluate the effectiveness of health education. Results: Overall, 57.7% of the girls had unsatisfactory level of knowledge. Around two third (61.4%) missed school days during the menstrual period. Almost 99.5% had experienced some form of cultural restrictions during the menstrual period. After imparting health education, the level of knowledge on menstruation hygiene had significantly improved (z = 17.129, p = < 0.001) to satisfactory compared to the baseline knowledge level (42.3% vs. 92.5%). During multivariate analysis, factors such as having studied in public schools (AoR = 1.7, p = 0.026), having no or one close female friend (AoR = 2.2, p = 0.011), caste other than Brahmin/Chhetri (AoR = 1.4, p = 0.05) and factors such as living in joint family (AoR = 1.6, p = 0.048) were significantly associated with unsatisfactory level of knowledge on MHM. Conclusions: A substantial number of respondents had unsatisfactory level of knowledge on MHM. Factors such as ethnicity status, types of family, number of close female friends, types of schools and mothers' education were associated with unsatisfactory level of knowledge. School absenteeism and cultural restriction were found to be common/frequent. Imparting of health education was found to be an effective measure to enhance knowledge on MHM. [ABSTRACT FROM AUTHOR]

Absence from school, especially frequent or prolonged absence, is acknowledged as a potential factor in school dropout and suboptimal academic achievement. The issue of absence from school took on added significance in 2020 with the onset of the COVID-19 crisis, which resulted in schooling interruptions in several jurisdictions. However, there is little agreement in the literature on the exact relationship between absence and school outcomes as a function of socioeconomic status (SES). Using nationally representative pre-COVID longitudinal data of young Australians aged 12–13 and 14–15, this paper examines the relationship between absence from school on the one hand and school belonging and academic achievement (numeracy and reading test scores) on the other. The paper also examines whether SES intersects this relationship. Controlling for gender, prior educational achievement, computer access, and time spent doing homework, the study finds that absence impacts belonging, but that SES does not significantly influence this relationship. The effect of absence on reading is not significant either. However, absence is associated with numeracy outcomes, with the strongest associations among low SES young people at age 14. Policy implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Background: Dropout is one of the most important social problems in the world and especially in low- and middle-income countries. Efforts to prevent dropouts require giving due attention to different perspectives for applying them. The present study aims to identify the policies and interventions made in previous studies because reviewing evidence-based interventions and learning from their strengths and weaknesses is likely to play an effective role in preventing students from leaving school and returning them to school. Methods: This scoping review study conducted on all available studies and documents related to students' dropout. The study population includes articles searched in electronic sources that contain information related to the subject of dropout and out-of-school in primary schools. Appropriate keywords were extracted based on Mesh term and EMTREE and their synonyms and searched by a medical librarian. scientific sources and Gray literature published in Persian and English based on PRISMA standard criteria were reviewed. Results: A review of studies indicated that various interventions such as student interaction with school, educational interventions on students and teachers, family and local community cooperation, free nutrition, behavioral interventions, financial aid, and free education had positive effects on reducing dropout, absenteeism and encouraging students to return to schools. effect size was not reported for school dropout intervention. Conclusions: The findings have indicated that intervention with a combination of global and targeted strategies can affect dropout in developing countries. However, to confirm the effectiveness of this type of intervention, further research is required to be conducted in different countries and with different cultures. [ABSTRACT FROM AUTHOR]

In response to the Every Student Succeeds Act (ESSA) (2015), 36 U.S. states have adopted chronic absenteeism as an indicator of school quality and student success. It is also being increasingly utilized within schools to identify students at risk for future educational problems, as research consistently shows that early absences are related to later achievement issues. By leveraging readily available attendance records, schools can identify students at risk of poor outcomes early in their educational lives and provide them with supports before challenges worsen. Despite its pervasive use, major theoretical assumptions underlying this indicator have never been validated. The current study represents the first empirical test of the most basic assumption of chronic absenteeism—that all absences from school are equally useful in providing diagnostic information to determine future risk status. To test the diagnostic utility of different absence types across the early elementary grades, this study employed ROC analyses with administrative data from a large, urban school district. Findings indicate that only unexcused absences provide diagnostic accuracy in determining future achievement status in the early elementary grades, whereas excused absences provide no diagnostic accuracy and actually dampen the ability of unexcused absences to determine students' achievement risk status when used in conjunction with them. These results have implications for researchers, policymakers, and practitioners and necessitate additional empirical studies that test the underlying assumptions of chronic absenteeism to ensure that it is being used both effectively and ethically in the early identification of at-risk students. [ABSTRACT FROM AUTHOR]

Background: Regular physical activity is an important behavior for promoting health or preventing diseases. Poor participation in physical activity, especially in school-going children, has a multifactorial causation. Present study aimed to find out the proportion and determinants of insufficient physical activity among school-going adolescents at selected government high schools of Dumdum. Methodology: A cross-sectional observational study was conducted among school-going adolescent students of class VIII, IX, X, XI, XII in two selected government high schools of Dumdum municipality of North 24 Parganas. Complete enumeration method was used to select 199 participants. Students, who were absent during the day of the survey or were not willing to participate were excluded. A pre-designed pretested structured schedule was used to collect data. Data was analyzed using statistical software SPSS version 16. Results: Out of 199 students, 62.9% were aged 13--14 years with mean age 14.4 (±1.37). 54.3% were females. Only 22.1% do adequate physical activity, 59.8% participants have satisfactory attitude towards adequate physical activity practices. 42.2% participants were addicted to smartphone according to smartphone addiction scale (SAS). Physical activity was significantly associated with female gender (OR = 2.56. 95% CI = 1.28--5.11), unsatisfactory attitude (OR = 2.41, 95% CI = 1.13--5.10) towards PA practices, high smartphone addiction (OR = 2.57. 95% CI = 1.23--5.35), and more screen time (OR = 2.20, 95% CI = 1.11--4.37). Conclusions: Physical activities in the school environment have short-term as well as long-term benefits over health. Various factors act as a barrier to physical activity. PA promotion programs in the school setting is needed for disease-free and healthy life. [ABSTRACT FROM AUTHOR]

Background: Asthma is the most common cause of school absenteeism and the third cause of admission to hospitals and medical centers among children and adolescents. The aim of this study was to assess spirometery indices in asthma children referred to public and private clinics in Ilam city. Materials & Methods: This observational study was conducted in public clinics (Imam Khomeini Hospital) and private offices of asthma and allergy specialists and subspecialists in Ilam city from 1st January 2022 to 31st December 2022. Patients with asthma confirmed by their treating physician were included in study. In order to ensure the correct diagnosis of asthma cases and assessment of spirometery indices, International Study of Asthma and Allergies in Childhood (ISAAC) questionnaire was used. Basic spirometery and then a bronchodilator challenge spirometry test were performed for all patients. The collected data was entered in SPSS ver. 16, and then data analysis was carried out using descriptive and analytical statistical tests. Results: Total 102 patients were studied, 49 (73.1%) were male and 26 (74.3%) were female. Mean age of patients was 9.49+/-2.21 and mean BMI was 19.17+/-4.69. The spirometric indices, were FVC = 102.14+/-86.42, FVC V= 98.55 +/-19.42, FEV 1= 91.49 +/-20.13, FEV1 FVC = 95.70+/-12.6, index MEF 25-50 was 92.02+/-29.49 and MEF 2550 V index was 103.63(27.62). Conclusion: Considering the changes in the spirometry indices of asthma children and the difference of these indices with other normal people, it is necessary to train nurses and physicians in order to identify these indices more effectively. [ABSTRACT FROM AUTHOR]

For reproductive-aged women, the symptom of heavy menstrual bleeding is highly prevalent and a major contributor to iron deficiency and its most severe manifestation, iron deficiency anemia. It is recognized that these 2 clinical entities are not only highly prevalent, but their interrelationship is poorly appreciated and frequently normalized by society, healthcare providers, and affected girls and women themselves. Both heavy menstrual bleeding and iron deficiency, with or without anemia, adversely impact quality of life—heavy menstrual bleeding during the episodes of bleeding and iron deficiency on a daily basis. These combined issues adversely affect the lives of reproductive-aged girls and women of all ages, from menarche to menopause, and their often-insidious nature frequently leads to normalization. The effects on cognitive function and the related work and school absenteeism and presenteeism can undermine the efforts and function of women in all walks of life, be they students, educators, employers, or employees. There is also an increasing body of evidence that suggests that iron deficiency, even in early pregnancy, may adversely impact fetal neurodevelopment with enduring effects on a spectrum of cognitive and psychological disorders, critically important evidence that begs the normalization of iron stores in reproductive-aged women. The authors seek to raise individual, societal, and professional awareness of this underappreciated situation in a fashion that leads to meaningful and evidence-based changes in clinical guidance and healthcare policy directed at preventing, screening, diagnosing, and appropriately managing both disorders. This manuscript provides evidence supporting the need for action and describes the elements necessary to address this pervasive set of conditions that not only affect reproductive-aged girls and women but also the lives of children everywhere. [ABSTRACT FROM AUTHOR]

Copyright of Cultura Educación y Sociedad is the property of Corporacion Universidad de la Costa, CUC 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.)

Copyright of Monatsschrift Kinderheilkunde is the property of Springer Nature 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.)

This study examines the factors that influence the learning processes of children of seasonal workers. The aim of the study is to show how this situation affects the learning processes of the children of seasonal workers, based on their experiences. Access to education for these children, most of whom are of primary school age, and the educational and psychological benefits they miss out on by not attending school have been the subject of many studies. These benefits are among the fundamental and inalienable rights that shape the future of every child and from which they should benefit. In this context, the aim is to evaluate the situations related to the learning processes of seasonal workers' children from the perspective of seasonal workers' children and teachers. The study group consists of 3 children of seasonal workers and 3 teachers who are their teachers. The study was conducted with qualitative research method and data were obtained through a semi-structured interview form. The data obtained were analysed using descriptive analysis. As a result of the study, it was found that it is difficult for children of seasonal workers to access education. These children also experience difficulties in attending school due to the seasonal work of their families. Absenteeism interrupts the school life of many of these children who do not have a regular education. In addition to education, these children also experience problems in their social relationships. Boarding schools or school transport can be provided for these children who cannot attend school or whose education is interrupted due to their family's seasonal work. [ABSTRACT FROM AUTHOR]

Indonesia has lowered the total poverty rate by less than 10%. Earlier poverty measurements in Indonesia suggest that transient poverty is more prevalent. We argue that, when employing the Equally Distributed Equivalent (EDE) approach and disaggregated poverty lines, chronic poverty is more prevalent than transient poverty. We estimated chronic and transient poverty in Indonesia from 2007 to 2014 by employing a large longitudinal dataset and disaggregated poverty line measures at the district level. The empirical results are robust in various groups based on education, gender, marital status, location (urban-rural), and employment characteristics (status, farming and non-farming, type, and sector). The results indicate that chronic poverty accounts for at least two-thirds of total poverty. Poverty gaps based on education, regional location, gender, and employment are significant. Moreover, we assess whether poverty is linked to socioeconomic aspects and policy programs using quantile regression. The findings indicate that gender (female), age, number of household members, and household location are positively related to higher poverty and chronic poverty. Household head deaths and physical disabilities are positively associated with poverty. Although the urban-rural poverty gap has decreased, casual workers remain prone to poverty. Moreover, poverty is negatively linked to educational attainment, access to financial, transportation, and communication services, suggesting that improving these aspects may help reduce poverty. Social aid programs that support health, food assistance, education, and conditional cash transfers are negatively linked to both total and chronic poverty. Energy subsidies were not associated with lower levels of poverty. [ABSTRACT FROM AUTHOR]

Copyright of Japanese Journal of Special Education / Tokushu Kyoikugaku Kenkyu is the property of Japanese Association of Special Education 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. The Covid-19 pandemic drastically affected medical education. One consequence was the shift of teaching--learning process to the online mode. This left many teachers unprepared. Our medical education department of a large teaching hospital did a qualitative analysis of the perceptions of the faculty towards this forced change. Methods. We conducted in-depth interviews with 10 of the nearly hundred undergraduate faculty of a teaching hospital in southern India, with a strength of 100 students per batch. The participants were chosen by purposive sampling so as to include all phases and seniority levels. Seven categories related to the topic of research were decided. These were given to the participants to then speak freely about. Standard methods for recording and transcribing were followed. Deductive content analysis was done to obtain the emergent themes. Results. The faculty had a definite negative perception of online teaching. Lack of interaction, absence of immediate feedback and concerns about attendance were uniformly the biggest issues. Practical and clinical teaching was deemed nearly impossible to be taught online. The positives were the gradual comfort factor with online teaching, and the mental preparation for the long haul with this modality. Conclusion. In-depth interview and its qualitative analysis proved useful in getting a deeper understanding of the perceptions of the medical faculty towards online teaching--learning. The negative and positive perceptions thus obtained have proved useful as feedback to the medical education department to suggest changes to improve the online teaching programme. [ABSTRACT FROM AUTHOR]

Copyright of Revista Docencia Universitaria is the property of Universidad Industrial de Santander 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.)

This document provides a comprehensive list of scholarly works related to the topics of work, employment, and society. The sources cover a range of subjects including the class origin of young blue-collar workers, identity regulation in organizations, conflict and contestation in the workplace, gender inequalities in lean production, and resistance and dissent in the labor process. Library patrons conducting research on these topics can use this document as a valuable resource for further exploration and study. [Extracted from the article]

In New Zealand/Aotearoa, high levels of secondary school absenteeism are a nationwide problem. Absenteeism is associated with a range of adverse outcomes for individuals and has detrimental effects on society. Since the global COVID-19 pandemic, with the government closing schools during lockdowns, absenteeism has reached epidemic proportions as students have failed to return to school. Despite the considerable concerns around absenteeism, there remains a significant gap in the research literature regarding the circumstances that influence students' decisions not to attend school. This systematic literature review of qualitative research conducted in Aotearoa through student voice examines adolescents' reasons for being absent from school. The review found that many underlying factors influence absenteeism, including teacher/student relationships, the school environment, peer relationships, curriculum and pedagogy, and family and personal well-being. This review found that the most critical theme that influenced student non-attendance at school is relationships. These findings indicate that relational pedagogies and restorative practices in schools, which serve to support and sustain student relationships with their teachers and peers, could reduce absenteeism. [ABSTRACT FROM AUTHOR]

Background: Mistreatment is a behavior that reflects disrespect for the dignity of others. Mistreatment can be intentional or unintentional, and can interfere with the process of learning and perceived well-being. This study explored the prevalence and characteristics of mistreatment, mistreatment reporting, student-related factors, and consequences among medical students in Thai context. Methods: We first developed a Thai version of the Clinical Workplace Learning Negative Acts Questionnaire-Revised (NAQ-R) using a forward-back translation process with quality analysis. The design was a cross-sectional survey study, using the Thai Clinical Workplace Learning NAQ-R, Thai Maslach Burnout Inventory-Student Survey, Thai Patient Health Questionnaire (to assess depression risk), demographic information, mistreatment characteristics, mistreatment reports, related factors, and consequences. Descriptive and correlational analyses using multivariate analysis of variance were conducted. Results: In total, 681 medical students (52.4% female, 54.6% in the clinical years) completed the surveys (79.1% response rate). The reliability of the Thai Clinical Workplace Learning NAQ-R was high (Cronbach's alpha 0.922), with a high degree of agreement (83.9%). Most participants (n = 510, 74.5%) reported that they had experienced mistreatment. The most common type of mistreatment was workplace learning-related bullying (67.7%), and the most common source was attending staff or teachers (31.6%). People who mistreated preclinical medical students were most often senior students or peers (25.9%). People who mistreated clinical students were most commonly attending staff (57.5%). Only 56 students (8.2%) reported these instances of mistreatment to others. Students' academic year was significantly related to workplace learning-related bullying (r = 0.261, p < 0.001). Depression and burnout risk were significantly associated with person-related bullying (depression: r = 0.20, p < 0.001, burnout: r = 0.20, p = 0.012). Students who experienced person-related bullying were more often the subject of filed unprofessional behavior reports, concerning conflict or arguments with colleagues, being absent from class or work without reasonable cause, and mistreatment of others. Conclusions: Mistreatment of medical students was evident in medical school and was related to the risk for depression and burnout, as well as the risk of unprofessional behavior. Trial registration: TCTR20230107006(07/01/2023). [ABSTRACT FROM AUTHOR]

Objective: Children with special health care needs (SHCN) due to a chronic health condition perform more poorly at school compared to their classmates. There is still little knowledge on the causal pathways and which factors could be targeted by interventions. We, therefore, investigated school absenteeism in children with SHCN compared to their peers. Methods: This study was based on data from the German population-based prospective cohort study ikidS (German for: I will start school). Children with SHCN were identified by the Children with Special Health Care Needs screener that captures five consequences of physical or mental chronic health conditions: (1) use or need of prescription medication, (2) above average use or need of medical, mental health, or educational services, (3) functional limitations compared with others of the same age, (4) use or need of specialized therapies, and (5) treatment or counseling for emotional, behavioral, or developmental problems. School absenteeism was defined as days absent from school due to illness during first grade and was reported by classroom teachers. Associations between SHCN consequences and school absenteeism were investigated by negative binomial regression models. Effect estimates were adjusted for confounding variables identified by a causal framework and directed acyclic graphs. Results: 1,921 children (mean age at follow-up 7.3 years, standard deviation 0.3; 49% females) were included; of these, 14% had SHCN. Compared to their classmates, children with SHCN had more days absent (adjusted rate ratio: 1.37; 95% confidence interval 1.16, 1.62). The effect was strongest among children with i) functional limitations, ii) treatment or counseling for emotional, behavioral, or developmental problems, and iii) those who experienced two or more SHCN consequences. Conclusions: Children with SHCN have higher school absenteeism, which could–at least partly–explain their poorer school performance and lower educational attainment. SHCN-specific targeted interventions may reduce the adverse effects of SHCN on educational outcomes in children. [ABSTRACT FROM AUTHOR]

The Programme for International Student Assessment (PISA) has become the world's largest comparative assessment of academic achievement. While hundreds of studies have examined the factors predicting student achievement in PISA, a comprehensive overview of the main predictors has yet to be completed. To address this gap, we conducted a systematic literature review of factors predicting mathematics performance in PISA. Guided by Bronfenbrenner's ecological model of human development, we synthesized the findings of 156 peer reviewed articles. The analysis identified 135 factors that fall into five broad categories: individual student, household context, school community, education systems and macro society. The analysis uncovered seven factors that are consistently associated with math achievement in PISA. Student grade level and overall family SES (socio-economic status) are consistently positively associated with math achievement while five factors are consistently negatively associated with math achievement: student absenteeism and lack of punctuality, school repeating and dropout rate, school prevalence of students' misbehavior, shortage of teachers and general staff, and student-centered instruction. Fourteen factors tend to be positively or negatively associated with math achievement. The explanatory power of many other factors, however, remain mixed. Explanations for this result include methodological differences, complex interactions across variables, and underlying patterns related to national-cultural context or other meso or macro-level variables. Implications for policy and research are discussed. [ABSTRACT FROM AUTHOR]

Background: Improving the health and well-being of young people is a public health priority. Schools present an ideal setting to implement strategies to improve young people's health and well-being. A key strategy involves conducting surveys to assess student health needs, inform interventions, and monitor health over time. Conducting research in schools is, however, challenging. Schools can find it difficult to participate and adhere to research processes, even when they are keen to be involved in research, because of competing priorities (e.g., attendance and educational achievement), as well as time and resource constraints. There is a lack of literature on the perspectives of school staff and other key stakeholders working in young people's health on how best to work with schools to conduct health research, and in particular, health surveys. Methods: Participants (n = 26) included members of staff from 11 secondary schools (covering students aged 11–16 years), 5 local authority professionals, and 10 wider key stakeholders in young people's health and well-being (e.g., a school governor, a national government member), based in South West England. Participants took part in semi-structured interviews that were conducted either over the phone or via an online platform. Data were analysed using the Framework Method. Results: Three main themes were identified: Recruitment and Retention, Practicalities of Data Collection in Schools, and Collaboration from Design to Dissemination. It is important to acknowledge the role of local authorities and academy trusts in the English education system, and work closely with these when conducting school-based health surveys. School staff prefer to be contacted about research via email and in the summer term, following exams. Researchers should contact a member of staff involved in student health/well-being, as well as senior leadership, during recruitment. Data collection during the start and end of the school year is undesirable. Research should be collaborative with school staff and young people, consistent with school priorities and values, and flexible and tailored to school timetables and resources. Conclusions: Overall the findings demonstrate that survey-based research methods should be school-led and tailored to each school. [ABSTRACT FROM AUTHOR]

Major depressive disorder (MDD), dysthymia disorder (DD) and bipolar disorder (BD) are the most prevalent affective disorders. A nationwide epidemiological investigation of MDD, DD and BP in school-attending children and adolescents was carried out, taking the effect of age, gender and comorbidity into consideration. A two-stage nationwide epidemiological study of point prevalence was conducted. Using a multistage cluster stratified random sampling strategy. The sample distribution was described, and the point prevalence of affective disorders was estimated. Chi-squared tests were used to compare disease prevalence based on sex and age. Comorbid ratios for MDD, DD and BP were calculated. The total number of cases in Stage 1 was 72,107 (aged 6–16 years). The point prevalence of MDD, DD and BP were 2.004 % (95 % CI: 1.902 to 2.106), 0.352 % (95 % CI: 0.309 to 0.395) and 0.856 % (95 % CI: 0.788 to 0.923), respectively. The total prevalence of affective disorder was 3.212 % (95 % CI: 3.079 to 3.338). The total prevalence of affective disorders between sexes (female: 3.834 % versus male: 2.587 %, χ2 = 90.155, p < 0.001) was consistent with the gender difference in MDD, DD and MD. The total prevalence of affective disorders in adolescents was higher than that in children (adolescents: 5.024 % versus children: 1.863 %, χ2 = 566.841, p < 0.001). Our study is the first nationwide survey on the prevalence of affective disorders among school-attending children and adolescents aged 6–16 in China. Our results also highlighted the importance of addressing comorbidities in future studies of affective disorders. • The first nationwide survey on the prevalence of affective disorders (3.212%), including MDD (2.004%), DD (0.352%) and BP (0.856%), among children aged 6-16 in China. • The total prevalence of affective disorders between sexes was consistent with the gender difference in MDD, DD and MD. • The total prevalence of affective disorders in adolescents was higher than that in children. [ABSTRACT FROM AUTHOR]

Background: Infectious diseases pose a significant risk to the health and well-being of children and adolescents, and can even be life-threatening. Thus, our study aimed to explore the effectiveness of health education based on the social-ecological model in improving the knowledge of infectious diseases among this vulnerable population. Methods: This study was a school-based intervention conducted in seven Chinese provinces in 2013, involving a total of 26,591 children and adolescents in the intervention group and 24,327 in the control group. The intervention group received a comprehensive health intervention based on the social-ecological model (SEM) over six months, which included a supportive environment, health education on infectious diseases, guidance on self-monitoring infectious disease-related behaviors, and other measures. Data on infectious disease-related knowledge and other characteristics were collected through questionnaires. The main outcome measure will be the difference in the effectiveness of health education regarding infectious diseases in children and adolescents between baseline and post-intervention. A mixed-effects regression model was used to calculate the odds ratio (OR) and 95% confidence interval (95% CI) to assess the impact of infectious disease-related interventions on the participants. Results: We utilized a socioecological model as the foundation for a six-month health education program on infectious diseases targeting children and adolescents in the intervention group. At the individual and community levels, the correct rate of health behavior related to infectious diseases in the intervention group was higher than that in the control group (P < 0.05), the ORs (95% CI) were 0.94 (0.90–0.99) and 0.94 (0.89–0.99), respectively. But the intervention effect was not significant at the interpersonal level. The intervention effect at the organizational level was obvious, with an increase in opportunities for children and adolescents to acquire knowledge of infectious diseases from courses and lectures, teachers, and doctors, (all P < 0.05), with the ORs (95% CI) of 0.92 (0.87–0.97) and 0.86 (0.83–0.94), respectively. However, there was no significant difference between the intervention group and the control group in school infectious disease health education policy. Conclusion: Enhancing health education regarding infectious diseases is crucial in promoting comprehensive prevention and control measures among children and adolescents. Nevertheless, it remains imperative to reinforce health education on infectious diseases at the interpersonal and policy levels. This holds significant reference value for mitigating childhood infectious diseases in the post-COVID-19 era. [ABSTRACT FROM AUTHOR]

Background: Adolescent depression is a serious mental disorder that makes family problems, learning challenges, drug addiction, and increases absenteeism from school. It also has a major impact on a person's ability to manage his or her daily tasks. In the end, the condition may result in self-destruction. Research is scarce among high schools in the study setting. Therefore, this study aimed to assess the prevalence and its associated factors of depression among high school adolescent students in Bahirdar City, Northwest Ethiopia in 2022. Methods: An institutional-based cross-sectional study was done from June 18 to July 16, 2022, among public and private high school adolescent students in Bahir Dar City, Amhara region, Ethiopia. A two-stage sampling technique was utilized. First, stratification by school type was made and schools were selected 30–40% by using a simple random sampling technique. Finally, an updated sampling frame was taken from each school director to select a sample of 584 study participants after proportional allocation by simple random sampling from six high schools. Patient Health Questionnaires were used to assess depression in high school students. The independent variables, like substance-related factors, were assessed by yes-or-no questions, and the academic stressor by academic stress in secondary education, was assessed by structured questionnaires. Binary and multivariate logistic regressions were used to identify factors associated with depression. Statistical significance was declared at a 95% confidence interval when the value of p was less than or equal to 0.05. Results: The response rate of the participants was 96.9%. The overall magnitude of adolescent depression was found to be 22.1% (95%CI 18.7, 25.7%). Being female (AOR: 3.43; 95%CI 2.11, 5.56), small family size (AOR: 3.01; 95%CI 1.47, 6.15); ever alcohol use (AOR: 2.40; 95%CI 1.51, 3.81); attending a public school (AOR: 3.01; 95%CI 1.68, 5.40), and having a history of abuse (AOR: 1.92; 95%CI 2.2, 3.08) were associated with depression. Conclusion: In this study, the magnitude of depression among high school students in Bahir Dar City was higher than the national threshold. There was a significant association between sex, family size of parents, ever alcohol use, public schools, and having a history of abuse with depression among adolescents. Hence, it is better for schools to screen and provide intervention for depression in public high school students and offer therapies, especially in females and those with a history of abuse, small family size, or alcohol use. [ABSTRACT FROM AUTHOR]

Since the incorporation of student chronic absenteeism rates into state school accountability systems after the passage of the Every Student Succeeds Act, schools have adopted new practices to improve student attendance and decrease chronic absenteeism. Some of these practices borrow features from behavior management systems such as tiering students, differentiating support and consequences, and taking disciplinary action. This qualitative case study examines how attendance management practices are designed and implemented in a large urban school district and explores the empirical and conceptual relationship between student behavior and attendance management within the "school-prison nexus." We use interviews with parents, high school students, and staff charged with reducing chronic absenteeism to demonstrate how managing students' attendance through intervention plans, student monitoring, and threats of legal action have implicit and explicit parallels to the management of student behavior in schools and could be considered a potential mechanism through which the school-prison nexus functions. We conclude with implications for schools and districts as they seek ways to reduce chronic absenteeism without contributing to the over-surveillance and punishment of high school youth. [ABSTRACT FROM AUTHOR]

Although it is widely accepted that human beings have an ingrained 'need to belong,' there seem to be a substantial subset of young people who seclude themselves for most of the time at home and no longer engage in education or work, ultimately withdrawing from participation in society. In Japan, this phenomenon has been labeled as 'hikikomori,' but given its global presence it may be preferable to use the term 'extreme social withdrawal' (ESW). In this qualitative review, we provide a description and definition of ESW, provide figures on its prevalence, and discuss a number of associated concepts, including loneliness and "aloneliness," school absenteeism and dropout, the 'new' developmental stage of adultolescence, and the labor force categories of freeter ('freelance arbeiter') and NEET (a young person not in employment, education, or training). The core of the paper is focused on the origins of ESW in young people and provides a narrative overview of relevant etiological factors, such as aberrant brain processes, unfavorable temperament, psychiatric conditions, adverse family processes including detrimental parenting, negative peer experiences, societal pressures, and excessive internet and digital media use, which are all placed within a comprehensive developmental psychopathology framework. We will close with a discussion of possible interventions for young people with ESW and formulate a guideline that describes (the temporal order of) various components that need to be included in such a treatment. [ABSTRACT FROM AUTHOR]

Chronic absenteeism is an administrative term defining extreme failure for students to be present at school, which can have devastating long-term impacts on students. Although numerous prior studies have investigated associated variables and interventions, there are few studies that utilize both theory-driven and data-informed approaches to investigate absenteeism. The current study applied data-driven machine learning techniques, grounded in "The Kids and Teens at School" (KiTeS) theoretical framework, to student-level data (N = 121,005) to identify risk and protective variables that are highly associated with school absences. A total of 18 risk and protective variables were identified; all 18 variables were characteristics of the microsystem or mesosystem, emphasizing school absences' proximity to variables within inner ecological systems rather than the exosystem or macrosystem. Implications for future studies and health infrastructure are discussed. [ABSTRACT FROM AUTHOR]