A qualitative meta-synthesis of adolescents’ perceptions of school attendance problems

A qualitative meta-synthesis published in Frontiers in Education explores adolescents' perceptions of school attendance problems using primary studies gathered from seven databases under Sandelowski and Barros's guidelines. Thematic analysis indicates that attendance issues are driven by mental health difficulties, negative peer and teacher interactions, and weak school connectedness, whereas positive teacher relationships, parental involvement, and tailored school accommodations foster re-engagement.

School attendance problems constitute an escalating global concern directly affecting youth educational attainment and institutional outcomes. Addressing these issues requires understanding student perceptions rather than relying solely on standardized enforcement. Aligning interventions around relational support and environmental accommodations is essential for sustainable student retention.

Adolescent school attendance problems are primarily driven by mental health challenges, negative peer and teacher relationships, and an absence of school connectedness.

Forward consideration, not a verified fact.