Researchers are calling for the reasons for all forms of pupil absence to be explored by schools after finding that excused absences - because of sickness, for example - are just as harmful as unexcused absences, or truancy.
The study, led by the University of Strathclyde, states that previous research had found unexcused absences to be more negatively associated with achievement and that, therefore, “research and policy have focused on reducing and mitigating the harmful impact of unexcused absences”.
However, it finds excused absences, such as sickness or exceptional domestic circumstances, are “equally detrimental to achievement”.
Researchers examined the individual impact on students’ exam results of absence for various reasons.
They found that all school absences are detrimental to educational attainment in national exams at the end of compulsory (S4) and post-compulsory schooling (S5-6) in Scotland.
The study calls for equal emphasis to be placed on tackling all forms of school absence. It says this is “particularly important, considering that sickness-related absences are, on average, higher than other reasons for school absenteeism in Scotland”.
The study adds that research and interventions need to consider the reason for absence, so that the underlying reasons for absenteeism can be addressed, and should focus on mitigating the harmful consequences of children missing school.
For example, the research acknowledges that sickness absence cannot entirely be avoided, but adds: “Interventions therefore need to ensure that students can catch up with their missed schooling, for example, through additional tutoring for missed lessons, or strengthening parental involvement to support children with missed lessons.”
Co-author Dr Markus Klein, from the University of Strathclyde School of Education, said: “Previous research on this subject mainly looked at absences overall and did not differentiate the reasons.
“Some considered unauthorised and authorised absences but we see these definitions as too broad.
“Unauthorised absences are typically the main interest of policy but it shouldn’t be only these that are considered, as sickness absences can be as detrimental to pupils’ attainment. We did not find any statistically significant differences between absences in their negative effect on attainment.”
Dr Klein added: “It’s important to mitigate the harmful consequences of absences but further research will be needed into the relationships between specific forms of absenteeism and academic achievement.”
The data came from the Scottish Longitudinal Study (SLS), a large-scale study linking various administrative and statistical data in Scotland.
The research was carried out in partnership with the General Teaching Council for Scotland and Poverty Alliance Scotland.
Co-author Dr Edward Sosu, also of the University of Strathclyde School of Education, said: “If we want to address absence through sickness or truancy, we have to address the missing of school itself but also some of the underlying reasons, such as health, behaviour or psychosocial aspects.
“The reasons for absenteeism are complex and a more nuanced approach is needed, with more comprehensive forms of intervention.”
The research was funded by the Economic and Social Research Council, which is part of UK Research and Innovation, and has been published in the journal AERA Open.
