The Ecological Context of Chronic School Absenteeism in the Elementary Grades: Table 1:

Sugrue, Erin P.; Zuel, Timothy; LaLiberte, Traci

doi:10.1093/cs/cdw020

Cited by 55Youth Substance Use and School AttendanceSchool Health and Nursing EducationParental Involvement in Education

The Ecological Context of Chronic School Absenteeism in the Elementary Grades: Table 1:

Sugrue, Erin P., Zuel, Timothy, LaLiberte, Traci·2016·Children & Schools

DOI 10.1093/cs/cdw020

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Abstract

Chronic school absenteeism among elementary school–age students is gaining attention from researchers and policymakers because of its relationship to long-term negative educational outcomes. Current literature on effective interventions, however, is limited in terms of the number of studies that have found even marginally effective interventions, the lack of clarity on the interventions being studied, and the connection between the intervention studied and the factors contributing to poor attendance. In response to these gaps in the literature, this study examined the following three research questions: (1) What factors are related to chronic school absenteeism for children in grades K–5 participating in a truancy intervention program? (2) What are the key elements that make up the caseworker intervention component of the program? and (3) How does the caseworker intervention fit with the identified related factors? Interviews were conducted over a two-month period with community agency staff working in the truancy intervention program who were able to provide insight into both the factors related to chronic absenteeism and the interventions that are being used. Results demonstrate that chronic absenteeism is related to a multilevel ecology of factors and suggest that an equally complex ecologically based intervention model is needed.

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Both school refusal and truancy can be similarly influenced by broader contextual factors related to peers, schools, and communities.
“In addition, both constructs can be similarly influenced by broader classes of contextual factors related to peers, schools, and communities”
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Authors: Sugrue, E. P., Zuel, T., & LaLiberte, T.
Affiliations: University of Minnesota (US)
Corresponding author: Sugrue, Erin P.
ORCID: Sugrue, Erin P.
LaLiberte, Traci
Venue: Children & Schools
Publisher: Oxford University Press (OUP)
Published: 2016-05-04
Volume: 38
Issue: 3
Pages: 137-145
ISSN: 0162-7961 (ISSN-L)
1532-8759
1545-682X
DOI: 10.1093/cs/cdw020
OpenAlex: W2346658440
Cited by: 55
References: 27
Citations by year: 2026: 9 · 2025: 6 · 2024: 8 · 2023: 5 · 2022: 6 · 2021: 10 · 2020: 3 · 2019: 1 · 2018: 6 · 2016: 1
FWCI: 11.84
Type: journal article
Language: en
Open access: closed
Locations: Children & Schools (publishedVersion)
HighWire Press Open Archive (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 › Parental Involvement in Education
Keywords: elementary school students, ecological model, intervention effectiveness

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The Ecological Context of Chronic School Absenteeism in the Elementary Grades: Table 1:

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