The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
Secondary school practitioners’ beliefs about risk factors for school attendance problems: a qualitative study
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In the citing paper
“Persistent absenteeism, commonly defined as missing 10% or more of school sessions, remains a significant concern, particularly among pupils facing socio-economic disadvantage, mental health challenges and broader disengagement from school culture (Department for Education, 2024; Finning et al., 2019).”
From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Finning et al., 2019
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“Regular attendance is strongly linked to academic progress and wellbeing (Finning et al., 2019; Gottfried, 2014)”
From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Finning et al., 2019
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Citations
Cites
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Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414
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Bronfenbrenner, U., & Morris, P. A. (2007) · Handbook of Child Psychology · doi:10.1002/9780470147658.chpsy0114 · Cited by 5,760
School Refusal and Psychiatric Disorders: A Community Study
Egger, H. L., Costello, J. E., & Angold, A. (2003) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/01.chi.0000046865.56865.79 · Cited by 596
Differentiation between school attendance problems: why and how?
Heyne, D., Gren-Landell, M., Melvin, G., & Gentle-Genitty, C. (2019) · Cognitive and Behavioral Practice · doi:10.1016/j.cbpra.2018.03.006 · Cited by 339
Kearney, C. A. (2008) · Educational Psychology Review · doi:10.1007/s10648-008-9078-3 · Cited by 280 · cited 4×
“A full discussion is outside the scope of this paper, but a brief description is provided and interested readers are directed towards more in-depth discussions provided elsewhere (e.g. (Elliott and Place 2017; Heyne et al. 2018; Kearney 2008b).”
BackgroundInfluentialCharacteristics of adolescents with school refusal
Mcshane, G., Walter, G., & Rey, J. M. (2001) · Australian & New Zealand Journal of Psychiatry · doi:10.1046/j.1440-1614.2001.00955.x · Cited by 199
Review: the association between anxiety and poor attendance at school – a systematic review
Finning, K., Ukoumunne, O. C., Ford, T., Danielson‐Waters, E., Shaw, L., Romero De Jager, I., Stentiford, L., & Moore, D. A. (2019) · Child and Adolescent Mental Health · doi:10.1111/camh.12322 · Cited by 189 · cited 3×
“The focus by practitioners in this study on anxiety as opposed to other mental health problems is interesting given that quantitative studies demonstrate depression to be an even greater risk factor (Egger, Costello, and Angold 2003; Finning et al. 2019a).”
BackgroundPractitioner Review: School refusal: developments in conceptualisation and treatment since 2000
Elliott, J. G., & Place, M. (2019) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.12848 · Cited by 162 · cited 1×
“A full discussion is outside the scope of this paper, but a brief description is provided and interested readers are directed towards more in-depth discussions provided elsewhere (e.g. (Elliott and Place 2017; Heyne et al. 2018; Kearney 2008b).”
BackgroundEmerging school refusal: a school-based framework for identifying early signs and risk factors
Ingul, J. M., Havik, T., & Heyne, D. (2019) · Cognitive and Behavioral Practice · doi:10.1016/j.cbpra.2018.03.005 · Cited by 161
Assessing Reasons for School Non-attendance
Havik, T., Bru, E., & Ertesvåg, S. K. (2015) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2014.904424 · Cited by 145
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Cited by
Sorted by citations
Chian, J., Holliman, A., Pinto, C., & Waldeck, D. (2024) · Educational and Child Psychology · doi:10.53841/bpsecp.2024.41.1.55 · Cited by 10
Breslin, M., & Mitchell, J. (2025) · Scottish Educational Review · doi:10.1163/27730840-bja10032
Metadata
- Authors
- Finning, K., Waite, P., Harvey, K., Moore, D., Davis, B., & Ford, T.
- Affiliations
- College of Medicine and Health, University of Exeter, Exeter, UK
- School of Psychology & Clinical Language Sciences, University of Reading, Reading, UK
- Graduate School of Education, University of Exeter, Exeter, UK
- Venue
- Emotional and Behavioural Difficulties
- Publisher
- Informa UK Limited
- Published
- 2019-08-01
- Volume
- 25
- Issue
- 1
- Pages
- 15-28
- ISSN
- 1363-2752
- 1741-2692
- PMC
- PMC7254525
- Cited by
- 25
- References
- 11
- Language
- en
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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