Secondary school educational practitioners’ experiences of school attendance problems and interventions to address them: A qualitative study.
Abstract
School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems.
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In studies focused on professional perspectives, systemic and organizational aspects such as team-based approaches, resource allocation, and interdisciplinary collaboration are frequently highlighted.
“In studies focused on professional perspectives, systemic and organizational aspects, such as team-based approaches, resource allocation, and interdisciplinary collaboration are frequently highlighted (Dennis, 2020;Finning et al., 2018;Melander et al., 2022;Nuttall and Woods, 2013;O'Toole and Æiriæ, 2024).”
From Their voices matter: student and professional perspectives on overcoming school attendance problems in the context of social, emotional, and behavioral difficulties (2025) · cites this paper as Finning et al., 2018
Relational and pedagogical approaches in professional perspectives include supporting positive relationships and wellbeing, home-school collaboration, and flexible, adjusted teaching.
“In addition, relational and pedagogical approaches include supporting positive relationships and wellbeing, home-school collaboration and flexible, adjusted teaching (Devenney and O'Toole, 2021;Finning et al., 2018;Halligan and Cryer, 2022;Hejl et al., 2024;Martin et al., 2020;McDonald et al., 2023;Nuttall andWoods, 2013, 2013;O'Toole and Æiriæ, 2024).”
From Their voices matter: student and professional perspectives on overcoming school attendance problems in the context of social, emotional, and behavioral difficulties (2025) · cites this paper as Finning et al., 2018
Such an approach aligns with research highlighting the critical role of interagency collaboration, team-oriented strategies, and resource allocation within a whole-school framework.
“Such an approach aligns with research highlighting the critical role of interagency collaboration, team-oriented strategies, and resource allocation within a wholeschool framework (Dennis, 2020;Finning et al., 2018;Hejl et al., 2024;Melander et al., 2022;Nuttall and Woods, 2013;O'Toole and Æiriæ, 2024).”
From Their voices matter: student and professional perspectives on overcoming school attendance problems in the context of social, emotional, and behavioral difficulties (2025) · cites this paper as Finning et al., 2018
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References 26 · Cited by 35
- Authors
- Finning, K., Harvey, K., Moore, D., Ford, T., Davis, B., & Waite, P.
- Affiliations
- University of Exeter (GB)
- University of Reading (GB)
- Corresponding author
- Finning, Katie
- Venue
- Emotional and Behavioural Difficulties
- Publisher
- Informa UK Limited
- Published
- 2017-12-21
- Volume
- 23
- Issue
- 2
- Pages
- 213-225
- ISSN
- 1363-2752 (ISSN-L)
- 1741-2692
- OpenAlex
- W2778396002
- Cited by
- 35
- References
- 26
- Citations by year
- 2026: 6 · 2025: 4 · 2024: 5 · 2023: 2 · 2022: 10 · 2021: 1 · 2020: 1 · 2019: 4 · 2018: 2
- FWCI
- 6.83
- Type
- journal article
- Language
- en
- Update notices
- correction (2018-06-04)
- Open access
- closed
- Locations
- Emotional and Behavioural Difficulties (publishedVersion)
- CentAUR (University of Reading) (acceptedVersion)
- Open Research Exeter (University of Exeter) (acceptedVersion)
- Figshare (submittedVersion)
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Social Sciences › Education › Education Discipline and Inequality
- Keywords
- school attendance problems, educational practitioners, secondary school teachers, attendance interventions, early intervention, emotional support, punitive approach, team approach, family factors, individualised intervention, practitioner experiences
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