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Managing School Absenteeism at Multiple Tiers: An Evidence-Based and Practical Guide for Professionals
Abstract
This book provides an integrative strategy for preventing, assessing, and addressing cases with school absenteeism at multiple levels of severity and complexity. School absenteeism is a pervasive, difficult problem faced by many types of school officials, mental health professionals, and others and, even in mild forms, is a significant risk factor for social, behavioral, and academic problems in middle childhood and adolescence as well as psychiatric, economic, and occupational difficulties in adulthood. Problematic absenteeism has been examined for decades in many disciplines, which has created a considerably fractured literature. Some professionals examine anxiety-based school refusal, whereas others examine delinquent-based truancy. This has produced little consensus regarding prevention, assessment, and intervention for all cases of absenteeism. This book addresses the lack of consensus by presenting a multitiered approach concentrating on prevention (Tier 1), early intervention for emerging cases (Tier 2), and extensive intervention and systemic strategies for severe cases (Tier 3). Each tier is based upon empirically supported strategies. The framework for this multitiered approach is based on a Response to Intervention model that is based upon several tenets that parallel developments in the school absenteeism literature: (1) a proactive focus on early identification of learning and behavior problems and immediate, effective intervention; (2) universal, targeted, and intensive interventions; (3) frequent progress monitoring; (4) functional behavioral assessment; (5) empirically supported treatment procedures and protocols to reduce obstacles to academic achievement (including absenteeism); and (6) a team-based approach for implementation.
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In the citing paper
“This lengthy period of study has led to a plethora of terms and approaches to describe this population, which has led simultaneously to a rich literature base but also to considerable splintering across disciplines and thus a lack of consensus with respect to defining, conceptualizing, classifying, assessing, and addressing SA/A”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Kearney, 2016
In the citing paper
“Kearney and Graczyk (2014) initially focused on RtI descriptives for arranging strategies that promote school attendance and address school absenteeism, and Kearney (2016) later expanded this line of thinking to broader MTSS descriptives.”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Kearney, 2016
In the citing paper
“Kearney and Graczyk (2014, see also Kearney, 2016) advocated the use of multi-tiered system of support principles to arrange extant strategies to boost school attendance and to address school absenteeism at different severity and risk/contextual factor levels.”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Kearney, 2016
In the citing paper
“Many of these Tier 2 approaches can be and have been adapted as well for more severe cases of school absenteeism (i.e., Tier 3) (Heyne et al., 2002), but many Tier 2 approaches tend to work better for cases of less severe absenteeism with fewer complicating factors (Kearney, 2016).”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Kearney, 2016
In the citing paper
“Specific, operational definitions for each panel of the spectrum remain needed as well (Kearney, 2016).”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Kearney, 2016
In the citing paper
“The essential aspects of each are similar for this population: Tier 1 approaches focus on enhancing functioning and school-wide attendance and on preventing absenteeism for all students, Tier 2 approaches focus on addressing students with emerging, acute, or mild to moderate school absenteeism, and Tier 3 approaches focus on addressing students with chronic and severe school absenteeism (Kearney,”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Kearney, 2016
In the citing paper
“Kearney (2016) also discussed the idea of a “Tier 4” for youth with extreme psychopathology and the need for inpatient/residential treatment mixed with education.”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Kearney, 2016
In the citing paper
“As noted, the model is meant to apply primarily to Tier 2 (and perhaps to early warning signs evident in Tier 1) school refusal behavior and thus less to more chronic and severe school absenteeism or to cases primarily initiated by other entities (Kearney, 2016).”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Kearney, 2016
In the citing paper
“The MD-MTSS model recognizes that students' SAPs occur along a continuum (e.g., severity) and differ from student to student (e.g., types of attendance problems) (Kearney, 2016).”
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 Kearney, 2016
Citations
Cited by
Sorted by citations
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
Practitioner 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
“…comprehensive and multisystemic approach to the broader concept of school refusal behaviour is laudable, the difficulties noted above, which Kearney (2016) readily acknowledges, suggest that its operation is unlikely to be a realistic proposition in the foreseeable future for the vast…”
BackgroundKearney, C. A., Gonzálvez, C., Graczyk, P. A., & Fornander, M. J. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02222 · Cited by 130
“These approaches are generally aimed at all students and may include methods to improve school climate and safety, to enhance mental and physical health and social-emotional functioning, to boost parent and family involvement, to reduce school violence and bullying, to review policies that may exacerbate attendance pr…”
BackgroundMethodInfluentialSelf-citationGonzálvez, C., Inglés, C. J., Kearney, C. A., Vicent, M., Sanmartín, R., & García-Fernández, J. M. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.02011 · Cited by 71
Self-citationKearney, C. A., Dupont, R., Fensken, M., & Gonzálvez, C. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1253595 · Cited by 71
Self-citationKearney, C. A. (2021) · Child & Youth Care Forum · doi:10.1007/s10566-020-09591-0 · Cited by 51
Self-citationKearney, C. A., & Childs, J. (2023) · Improving Schools · doi:10.1177/13654802231174986 · Cited by 17
Self-citationSälzer, C., Ricking, H., & Feldhaus, M. (2024) · Education Sciences · doi:10.3390/educsci14121365 · Cited by 14
Enderle, C., Kreitz-Sandberg, S., Backlund, Å., Isaksson, J., Fredriksson, U., & Ricking, H. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1405395 · Cited by 14
Enderle, C. (2025) · School Mental Health · doi:10.1007/s12310-025-09764-z · Cited by 12
“…established term " School Attendance Problems " (SAPs) covers a wide spectrum of school attendance behaviors along a continuum, ranging from stress before or during school, tardiness, sporadic and periodic absences from classes or school, to chronic absenteeism (Heyne, 2019; Kearney, 2016, 2021).”
Enderle, C., Kotschy, L., Ricking, H., & Kreitz-Sandberg, S. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1627098 · Cited by 5
Metadata
- Authors
- Kearney, C. A.
- Corresponding author
- Kearney, Christopher A.
- Venue
- Oxford University Press eBooks
- Publisher
- Oxford University Press
- Published
- 2016-04
- OpenAlex
- W4236858193
- Cited by
- 113
- References
- 0
- Citations by year
- 2026: 13 · 2025: 20 · 2024: 10 · 2023: 10 · 2022: 15 · 2021: 7 · 2020: 10 · 2019: 12 · 2018: 10 · 2017: 4 · 2016: 2
- FWCI
- 17.19
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Oxford University Press eBooks (publishedVersion)
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Keywords
- school absenteeism, school refusal, truancy, multi-tiered systems of support, Response to Intervention, early intervention, prevention, functional behavior assessment, progress monitoring, team approach, academic performance, middle childhood, adolescence
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