An exploration of school attendance problems experienced by children receiving mental health services
Abstract
Aim: School attendance problems (SAPs) are a concern across education systems worldwide. SAPs are disproportionally experienced by certain groups of children, in particular those with mental health difficulties. Existing literature has identified myriad factors, including those proximal and distal, that influence attendance for these children. Most studies to date have focused on linear relationships between a small number of variables and fail to differentiate between types of SAPs (Heyne et al., 2019). A broader understanding of the complex context of school attendance problems remains understudied and is the focus of the current study. Method: Using a qualitative design, we explored a) the SAP typologies and b) the individual characteristics and education-related needs associated with the school attendance problems of 15 children receiving mental health services at a community clinic. Findings: Analyses of client files indicated that a) emotionally based school avoidance was the most common typology, b) approximately half the sample experienced one type of attendance problem while half experienced multiple types, c) anxiety was experienced by all children, and d) emotional, behavioural, social, and academic needs were noted in relation to SAPs over time. Our findings reflect the complex and varied profiles of students who share the experience of having significant school attendance problems. Limitations: Limitations of our study include potential bias introduced through the multi-step data extraction process, a reliance on the judgement of clinicians, and a lack of full access to data caused by Covid-19 restrictions. Conclusions: Future research and practice would benefit from a differentiated approach to understanding, preventing, and intervening to improve attendance and broad success for students with mental health difficulties.
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Understanding factors and conditions that promote school attendance and have a protective effect for students experiencing mental health issues can inform targeted interventions to improve attendance and well-being for all students.
“Understanding the factors and conditions that promote school attendance and have a protective effect for those students experiencing mental health issues can inform targeted interventions to improve attendance and well-being for all students”
From “So That You Can Feel Well”: Perspectives of Students with Social, Emotional and Behavioral Difficulties on Factors that Support School Attendance (2025) · cites this paper as Klan et al., 2024
Emotional and behavioral problems in combination with other risk factors such as socioeconomic status, immigrant background, and special education needs are referenced in most studies as contributing factors to youth's capacity to attend school regularly.
“On the one hand, emotional and behavioral problems in combination with other risk factors (such as socioeconomic status, immigrant background, and special education needs) are referenced in most of the studies as contributing factors to youth's capacity to attend school regularly”
From “So That You Can Feel Well”: Perspectives of Students with Social, Emotional and Behavioral Difficulties on Factors that Support School Attendance (2025) · cites this paper as Klan et al., 2024
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Self-citationAttendance and Students' School Experience
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Enderle, C. (2025) · School Mental Health · doi:10.1007/s12310-025-09764-z · Cited by 12 · see citing works
“While academic pressure appears as a central theme in other research (Corcoran & Kelly, 2023; Enderle et al., 2024; Klan et al., 2024), the narratives in this study suggest that the intensity of experienced school-related stress is shaped by students’ self-reported social and emotional skills in…”
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The Current State of School Attendance Research and Data in Canada
Whitley, J., McBrearty, N., Rogers, M., & Smith, D. (2025) · Education Sciences · doi:10.3390/educsci15080964 · Cited by 4 · see citing works
Self-citationWhitley, J., Pegg, S., & Ozturk, M. (2026) · Frontiers in Education · doi:10.3389/feduc.2025.1738861 · Cited by 4 · see citing works
Self-citationGreig, A., Ledsom, C., Munro, A., & Myburgh, L. (2025) · Educational and Child Psychology · doi:10.53841/bpsecp.2025.42.2.47
Will attendance-based grading improve school absenteeism?
Whitley, J., Rogers, M., McBrearty, N., & Smith, D. (2026) · doi:10.64628/aam.skdwchrp6
Self-citationBaumbusch, J., Lloyd, J. E. V., Bandara, N. A., & Zou, D. (2026) · Canadian Journal of School Psychology · doi:10.1177/08295735261455382
Bokelmann, L. (2026) · Absentismus und Dropout · doi:10.1007/978-3-658-51711-3_7
- Authors
- Klan, A., Whitley, J., Krause, A., McBrearty, N., Rogers, M. A., & Smith, J. D.
- Affiliations
- University of Ottawa (CA)
- Carleton University (CA)
- Venue
- Educational and Child Psychology
- Publisher
- British Psychological Society
- Published
- 2024-07-01
- Volume
- 41
- Issue
- 1
- Pages
- 73-92
- ISSN
- 0267-1611 (ISSN-L)
- 2396-8702
- OpenAlex
- W4400040862
- Cited by
- 8
- References
- 79
- Citations by year
- 2026: 4 · 2025: 4
- FWCI
- 10.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational and Child Psychology (publishedVersion)
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- school attendance problems, school refusal, anxiety, academic needs, social needs, community mental health services
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