School staffs' views on student non-attendance: a systematic literature review
IntroductionThe views of school staff on student non-attendance have scarce representation in the existing literature. This systematic literature review explores the perspectives of school staff on student non-attendance, synthesizing findings from eleven qualitative and mixed-method papers.MethodsU...
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Frontiers Media S.A.
2025-06-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1599065/full |
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| author | George Alaimo Catherine Kelly |
| author_facet | George Alaimo Catherine Kelly |
| author_sort | George Alaimo |
| collection | DOAJ |
| description | IntroductionThe views of school staff on student non-attendance have scarce representation in the existing literature. This systematic literature review explores the perspectives of school staff on student non-attendance, synthesizing findings from eleven qualitative and mixed-method papers.MethodsUsing a thematic synthesis approach, the review investigates how non-attendance is conceptualized by school staff and the extent to which their perspectives reflect its multidimensional nature.ResultsSchool staff described the factors contributing to student non-attendance as: (1) within-child, such as anxiety, mental health, and special educational needs; (2) home environmental influences, including parenting styles and attachment needs; (3) school-related factors such as academic pressures, unsuitable curricula, and peer rejection; and (4) the emotional and resource strain experienced by school staff.DiscussionFindings suggest that conceptualizations of non-attendance, such as “emotionally based school avoidance” (EBSA) or “school refusal,” may influence staff interpretations and strategies for intervention. Eco-systemic approaches emphasizing collaborative relationships between schools, families, and external agencies are highlighted by school staff. This review underscores the need for flexible, context-sensitive approaches to support attendance, informed by clear, strengths-based terminology and increased collaboration between stakeholders. Future research should explore the integration of systemic models into school policies and address the well-being of staff supporting student non-attendance. |
| format | Article |
| id | doaj-art-2aa54f17b8df4f7eb4f52a463d78d76b |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-2aa54f17b8df4f7eb4f52a463d78d76b2025-08-20T03:46:33ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-06-011010.3389/feduc.2025.15990651599065School staffs' views on student non-attendance: a systematic literature reviewGeorge AlaimoCatherine KellyIntroductionThe views of school staff on student non-attendance have scarce representation in the existing literature. This systematic literature review explores the perspectives of school staff on student non-attendance, synthesizing findings from eleven qualitative and mixed-method papers.MethodsUsing a thematic synthesis approach, the review investigates how non-attendance is conceptualized by school staff and the extent to which their perspectives reflect its multidimensional nature.ResultsSchool staff described the factors contributing to student non-attendance as: (1) within-child, such as anxiety, mental health, and special educational needs; (2) home environmental influences, including parenting styles and attachment needs; (3) school-related factors such as academic pressures, unsuitable curricula, and peer rejection; and (4) the emotional and resource strain experienced by school staff.DiscussionFindings suggest that conceptualizations of non-attendance, such as “emotionally based school avoidance” (EBSA) or “school refusal,” may influence staff interpretations and strategies for intervention. Eco-systemic approaches emphasizing collaborative relationships between schools, families, and external agencies are highlighted by school staff. This review underscores the need for flexible, context-sensitive approaches to support attendance, informed by clear, strengths-based terminology and increased collaboration between stakeholders. Future research should explore the integration of systemic models into school policies and address the well-being of staff supporting student non-attendance.https://www.frontiersin.org/articles/10.3389/feduc.2025.1599065/fullschool staff perspectivessupporting school attendanceschool non-attendanceemotionally based school avoidance (EBSA)attendance interventionsystematic literature review |
| spellingShingle | George Alaimo Catherine Kelly School staffs' views on student non-attendance: a systematic literature review Frontiers in Education school staff perspectives supporting school attendance school non-attendance emotionally based school avoidance (EBSA) attendance intervention systematic literature review |
| title | School staffs' views on student non-attendance: a systematic literature review |
| title_full | School staffs' views on student non-attendance: a systematic literature review |
| title_fullStr | School staffs' views on student non-attendance: a systematic literature review |
| title_full_unstemmed | School staffs' views on student non-attendance: a systematic literature review |
| title_short | School staffs' views on student non-attendance: a systematic literature review |
| title_sort | school staffs views on student non attendance a systematic literature review |
| topic | school staff perspectives supporting school attendance school non-attendance emotionally based school avoidance (EBSA) attendance intervention systematic literature review |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1599065/full |
| work_keys_str_mv | AT georgealaimo schoolstaffsviewsonstudentnonattendanceasystematicliteraturereview AT catherinekelly schoolstaffsviewsonstudentnonattendanceasystematicliteraturereview |