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Elevated levels of absenteeism have been reported for students receiving special education services, especially students with learning disabilities (LDs) and emotional disturbances (EDs). In contrast, little is known about absenteeism rates associated with students with communication disorders (CDs).
Archival records of student attendance for the 1...
Citations
... Ensuring that children develop academic skills is important since they are linked to better chances of employment and to higher paying jobs (Kosik et al., 2018;Shapka et al., 2006) as well as higher levels of occupational satisfaction and better health (Hazell, 2007;McDonough et al., 2005). In contrast, those who experience educational challenges have a higher incidence of substance abuse and of mental and physical health difficulties (Kosik et al., 2018;Mun et al., 2008;Redmond & Hosp, 2008). Unfortunately, many children have difficulty acquiring the numeracy skills necessary to succeed with prevalence estimates for difficulty with learning math ranging from about 3-7 % of children (Barbaresi et al., 2005;Devine et al., 2018;Shalev et al., 2005;Soares et al., 2018). ...
... Many other mental disorders (e.g., bipolar, eating, psychotic), however, have also been associated with school absenteeism (John et al., 2022). Emotional disorders have been associated with SAPs for decades and represent one of the highest risk groups for school absenteeism (Redmond and Hosp, 2008). This grouping includes anxiety disorders, particularly generalized, social, and separation anxiety disorders, as well as anxiety-related problems such as health anxiety, obsessions and compulsions, panic attacks, perfectionism, selective mutism, somatic complaints, and specific fears (Finning et al., 2019a;John-Mora et al., 2023). ...
School attendance has been historically linked to healthy states of functioning, whereas school attendance problems/absenteeism have been historically linked to unhealthy states of functioning. Indeed, school attendance and its problems are deeply embedded within multiple domains of functioning at both analytic and systemic levels. This article utilizes complex systems theory and the concept of early warning signals to illustrate how changes in school attendance could indicate instability and perhaps sudden transitions to unhealthy states of functioning for students, families, schools, and communities. The article reviews how school attendance problems/absenteeism intersect with functioning at analytic (academic, social–emotional, mental health, physical health, family) and systemic (school and community) levels. The article also includes recommendations for how viewing changes in school attendance as early warning signals could improve health-based protocols (enhancing access to care; integrating systems of care) and school-based practices (developing multi-tiered systems of support models and community asset maps; modifying educational and policy perspectives). A primary theme involves more streamlined efforts to identify movement from healthy to unhealthy states among individuals to assign proactive and personalized treatment avenues (health-based protocols) and among systems to enact needed intervention supports and reforms (school-based practices).
... Surveys of youth with school attendance problems or who have dropped out of school regularly reveal boredom with classes and the school environment as a key reason for leaving (Strand, 2014;Attwood and Croll, 2015;Kearney, 2016). Others have noted as well that youth with learning disorders can become frustrated and eventually miss school (Redmond and Hosp, 2008). Poor school climate or school-based curricula perceived as tedious or inflexible by students are associated with school attendance problems as well (Hendron and Kearney, 2016;Maxwell, 2016;Wang and Degol, 2016). ...
School attendance problems are highly prevalent worldwide, leading researchers to investigate many different risk factors for this population. Of considerable controversy is how internalizing behavior problems might help to distinguish different types of youth with school attendance problems. In addition, efforts are ongoing to identify the point at which children and adolescents move from appropriate school attendance to problematic school absenteeism. The present study utilized ensemble and classification and regression tree analysis to identify potential internalizing behavior risk factors among youth at different levels of school absenteeism severity (i.e., 1+%, 3+%, 5+%, 10+%). Higher levels of absenteeism were also examined on an exploratory basis. Participants included 160 youth aged 6–19 years (M = 13.7; SD = 2.9) and their families from an outpatient therapy clinic (39.4%) and community (60.6%) setting, the latter from a family court and truancy diversion program cohort. One particular item relating to lack of enjoyment was most predictive of absenteeism severity at different levels, though not among the highest levels. Other internalizing items were also predictive of various levels of absenteeism severity, but only in a negatively endorsed fashion. Internalizing symptoms of worry and fatigue tended to be endorsed higher across less severe and more severe absenteeism severity levels. A general expectation that predictors would tend to be more homogeneous at higher than lower levels of absenteeism severity was not generally supported. The results help confirm the difficulty of conceptualizing this population based on forms of behavior but may support the need for early warning sign screening for youth at risk for school attendance problems.
... An excused-unexcused absence dichotomy has several disadvantages, however. Numerous studies have illustrated ancillary problems associated with school absenteeism whether excused or unexcused, combine these absences when evaluating outcomes, or have found few differences based on this absence typology (Baker and Jansen, 2000;Redmond and Hosp, 2008;Spencer, 2009;Wood et al., 2012;Morrissey et al., 2014). For example, Gottfried (2009) found that excused and unexcused absences were both significantly related to various demographic, academic, and behavioral variables. ...
School attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Many efforts have been made to conceptualize and address this population across various categories and dimensions of functioning and across multiple disciplines, resulting in both a rich literature base and a splintered view regarding this population. This article (Part 1 of 2) reviews and critiques key categorical and dimensional approaches to conceptualizing school attendance and school absenteeism, with an eye toward reconciling these approaches (Part 2 of 2) to develop a roadmap for preventative and intervention strategies, early warning systems and nimble response, global policy review, dissemination and implementation, and adaptations to future changes in education and technology. This article sets the stage for a discussion of a multidimensional, multi-tiered system of supports pyramid model as a heuristic framework for conceptualizing the manifold aspects of school attendance and school absenteeism.
... A range of resource characteristics are linked to absenteeism and SAPs, including biological and psychological factors such as functional limitations, acute and chronic illness, mental health conditions and sleep (McShane et al., 2001;Egger et al., 2003;Houtrow et al., 2012;Hysing et al., 2015;Allison and Attisha, 2019). Specific learning disabilities, IDD, and neurodevelopmental conditions are also associated with absenteeism (Redmond and Hosp, 2008;Black and Zablotsky, 2018). ...
Absence from school jeopardizes children's and adolescents' education and their social and emotional development. Proximal and distal individual, parental, familial, and environmental factors have been linked to absenteeism and the development and maintenance of school attendance problems. The complex interaction among these factors necessitates a multifactorial approach to understanding school absenteeism and attendance problems. The current paper builds on recent calls to apply bioecological systems frameworks when studying risk factors for school absenteeism and attendance problems. The Kids and Teens at School (KiTeS) Framework presented here is an application of Bronfenbrenner's bioecological systems model, incorporating candidate factors of particular relevance to school absenteeism and attendance problems. The current paper is also a response to the Warnock report which highlighted the need to individualize educational supports for children and adolescents with disabilities, to foster optimal educational outcomes. The KiTeS Framework is an inclusive framework, inclusive of students with and without disabilities. It is envisaged that the KiTeS Framework will provide guidance to researchers aiming to improve understanding of the factors influencing absenteeism among all school-aged students, including those from minority or vulnerable populations.
... The effect or association of many other health conditions and educational outcomes has been studied, but less commonly. In a study of communication disorders, learning disabilities and emotional disturbance in kindergarten to fourth grade students, children with communication disorders were absent more than children with either learning disabilities or emotional disturbance (Redmond & Hosp, 2008). In children (n = 83) with bowel or bladder incontinence, 28% of children missed 6-10 days of school, and another 28% missed 11 or more days compared to just 17% missing N6 days in the National Health Interview Survey (Filce & LaVergne). ...
... Three articles compared rates of graduation across disability categories (Schifter, 2011(Schifter, , 2016Zablocki & Krezmien, 2013) and two articles had narrower foci for their studies (Redmond & Hosp, 2008;Rojewski, 1999). A national study of children with disabilities reported an overall high school dropout rate across the sample (n = 5928) of 12.5%, and ranged from a low of 8.5% in participants with speech impairment, to a high of 26.7% for participants with emotional disturbance (Zablocki & Krezmien, 2013). ...
... Students with speech and language impairments have a lower risk of not graduating (14%) than the other two groups (19% learning disabilities and 41% emotional disturbance) (Schifter, 2011). This is interesting when comparing to the findings in earlier grades that children with communication disorders miss more school (Redmond & Hosp, 2008) but may indicate differential effects of these disabilities on ability to engage in learning despite absences (Schifter, 2011). ...
Problem
Graduation from high school is an important milestone for all adolescents and affects future health in adulthood. Children with chronic illnesses have additional challenges that affect school attendance, grade retention and graduation. If children with chronic conditions are not able to participate fully in education, this may limit their opportunities for future health. The aim of this study was to integrate the evidence in the past 28 years about educational outcomes of children and adolescents with chronic conditions causing disability.
Eligibility criteria
Quantitative studies reporting on a chronic condition and attendance, grade retention, or high school graduation, from a peer-reviewed journal in the English language, data collection since 1990, and research conducted with a population in the United States were eligible for review.
Sample
Forty-three studies from a literature search of CINAHL, MEDLINE, ERIC, Teacher Reference Center, Psychology & Behavioral Science Collection, and Academic Search Elite databases, followed by ancestry searches, were included in this review.
Results
In general, chronic conditions are significantly associated with increased absenteeism, grade repetition and not completing high school within four years, although hemophilia does not follow this pattern. Additionally, increased severity of the condition is associated with poorer educational outcomes.
Conclusions
Nurses and other healthcare providers should include an educational assessment as part of psychosocial assessment of children and adolescents to identify risk, intervene early and limit risk.
... Children with communication disorders miss less class than their typically developing peers in kindergarten (Redmond & Hosp, 2008). In our study, the Remittent group missed the least number of days, followed by Persistent, with the Latent group missing the most. ...
Purpose: This study addressed the implications of experiencing early speech–language pathologies (SLPs) in kindergarten on special education needs (SEN) and academic outcomes in grade three.
Method: Early Development Instrument (EDI) kindergarten data on development and the presence or absence of SLPs were matched with grade three school-system standardised tests of reading, writing and maths, and SEN classification in Ontario, Canada for 59 015 students. Children were classified as having a Persistent speech language pathology (SLP), Remittent SLP, Latent SEN or as a typically developing Control.
Result: Even though 72.3% of children’s SLPs remitted by grade three, kindergarten SLPs conveyed higher likelihood of having an SEN, and of lower achievement levels in grade three. The degree of impact varied between Persistent and Remittent groups. Children in the Latent group had lower scores in kindergarten on all five EDI domains than Control children.
Conclusion: These population level results provide strong evidence to indicate that all children who present with an SLP in kindergarten face further academic challenges, even if their SLP resolves over time. Findings have implications for early intervention and treatment for children with early SLPs.
... The potential consequence of missing school pertains to both regular and special education students. Redmond &Hosp [11] examined the impact of school attendance on the grade point averages (GPAs) of fifth graders: 70 receiving regular education and 17 receiving services for learning disability (LD). For all students, there is a negative association between absenteeism and students' GPA, leading to a weak but significant trend for a student's GPA to decrease when days absent increased [3]. ...
... Although regular attendance does not guarantee that students will learn and achieve a higher grade point average (GPA), poor attendance can hinder learning. As the above research suggests, there is a strong relationship between school attendance, the number of courses passed, the more of a possibility of delinquency, and these problems can also impact students with disabilities [11].However, there is little research that looks specifically at attendance issues and whether these are impacting the achievement of students identified as special education. That is the goal of the current investigation. ...
... According to existing research, there is a continuing need to encourage students to attend school, for a variety of reasons [2], [3], [5], [6], [11]. And the problem has existed sometime for special education students. ...
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Chronic absences, suspensions, and expulsions can all be detrimental to students’ GPAs. Students with disabilities have a disadvantage with learning and require additional services making it crucial that they are present in school. There are various reasons why students miss school and the study examined a few specific research questions. The current investigation examined students’ current GPA scores in the core content areas compared to the number of days absent from school, the frequency of health related school absences, and the number of days spent out of school due to suspensions and expulsions, using data from a national data set. This investigation examines whether or not attendance is related to students’ academic success, when specifically considering students with identified disabilities.
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... Higher levels of absenteeism have been reported for schoolchildren with special educational needs, especially those with learning disabilities and emotional disturbances (Redmond and Hosp, 2008). ...
... (TCRU, 2007) As detailed above (p.26), higher levels of absenteeism have been reported for schoolchildren with special educational needs, especially those with learning disabilities and emotional disturbances (Redmond and Hosp, 2008). ...
... Naylor, Staskowski, Kenney, and King (1994) found that school-refusing adolescents, that is, adolescents who will not go to school or who frequently experience severe distress related to school attendance, had a higher incidence of language impairments, though this does not necessarily confirm the reverse association. In contrast, large-scale studies of student absenteeism (Redmond & Hosp, 2008) found no evidence that children receiving services for communication disorders had higher levels of absenteeism than controls. Absenteeism can reflect a range of causes, including truancy, but also other aspects of health and well-being (Redmond & Hosp, 2008). ...
... In contrast, large-scale studies of student absenteeism (Redmond & Hosp, 2008) found no evidence that children receiving services for communication disorders had higher levels of absenteeism than controls. Absenteeism can reflect a range of causes, including truancy, but also other aspects of health and well-being (Redmond & Hosp, 2008). Redmond and Hosp (2008) recommend that investigators continue to examine the links between language disorders and school absenteeism. ...
... Absenteeism can reflect a range of causes, including truancy, but also other aspects of health and well-being (Redmond & Hosp, 2008). Redmond and Hosp (2008) recommend that investigators continue to examine the links between language disorders and school absenteeism. Here, we focus on truancy and assess the evidence for two competing possibilities. ...
This study examined the postschool educational and employment experiences of young people with and without specific language impairment (SLI).
Nineteen-year-olds with (n = 50) and without (n = 50) SLI were interviewed on their education and employment experiences since finishing compulsory secondary education.
On average, young people with SLI were less successful than their peers without SLI, but they did attain some achievements. Young people with SLI obtained ∼2, mostly vocational qualifications in the first few years post school. Young people continuing in education at 19 years were most commonly in lower level educational placements than their typically developing (TD) peers. Performance IQ and language/literacy skills were the strongest predictors of educational experience level at this age. Young people with SLI truant less and report feeling more supported than TD peers. In terms of employment, similar proportions of young people with and without SLI had jobs. A larger proportion of young people with SLI, however, were not in education, employment, or training at 19 years of age.
In the immediate postschool years, young people with SLI fare less well in education and employment than their TD peers.
