Addressing chronic absenteeism in schools: A meta-analysis of evidence-based interventions

Addressing chronic absenteeism in schools: A meta-analysis of evidence-based interventions

Forfattere
Eklund, K. Burns, M. Oyen, K. DeMarchena, S. McCollom, E.
Årstall
2022
Tidsskrift
School Psychology Review
Volum
51
Sider
95-111
Research has demonstrated that regular school attendance is necessary for acceptable academic performance and the development of desirable social skills and behaviors. One in seven students in the United States struggles with chronic absenteeism, and 36 states use accountability metrics that are designed to assess attendance rates as part of school performance profiles. The current meta-analysis examined the effects of interventions and programs on student attendance outcomes in pre-K-12 public schools. Data were taken from 22 random and nonrandom controlled intervention studies published from 2000 to 2018. Between-group (weighted g = 0.25; 95% confidence interval [CI], 0.14-0.36) and within-group (weighted g = 1.04; 95% CI, 0.32-1.76) research designs resulted in small effects on attendance outcomes. Interventions were coded across three categories: behavioral interventions, family-school partnerships, and academic interventions. All three intervention areas resulted in small effects (weighted g = 0.09-0.26). The confidence interval for family-school partnerships was the only one that included 0, which suggests the possibility of a zero effect for that variable. Results suggest that most practices implemented to improve student attendance are either understudied, lead to small effects, or both. Implications for practice and future research regarding attendance interventions are discussed. Impact Statement: The current meta-analysis examined attendance interventions published from 2000 to 2018 and found 22 random and nonrandom controlled intervention studies across behavioral interventions, family-school partnerships, and academic interventions. Results demonstrated small effects for all three interventions, suggesting that most practices to improve student attendance are either understudied, lead to small effects, or both. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

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Forebyggende og helsefremmende tiltak

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Minoriteter/marginalisering

Skolefravær

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Skole/barnehagebaserte tiltak

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Barn i førskolealder (3-5 år)

Barn i skolealder (6-12 år)

Ungdom (13-18 år)

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