From Early Signs to Systemic Responses: Parental Perspectives on Absenteeism Interventions

Abstract
Research topic/aim
Prolonged and concerning school absenteeism is an increasing challenge in Nordic education systems, with significant implications for children’s well-being, learning, and future opportunities. This study explores parents’ perspectives on the causes of their child’s absenteeism and their experiences with school–home collaboration and cross-sector interventions. The aim is to understand how parents interpret and navigate absenteeism and how their perspectives are included—or marginalized—in decision-making processes.
Theoretical framework
The study adopts a multi-causal perspective on school absenteeism (Lund, 2021), viewing it as a complex phenomenon emerging from interactions between individual, social, and institutional factors. It draws on Skidmore’s critique of “within-child deficit models” (2004) and applies Kearney’s functional approach (2007, 2008), which interprets school refusal as meaningful behavior in context. Parents’ perspectives are analyzed as situated and peripheral (Lave & Wenger, 2001), highlighting their dual role as observers and actors in their child’s everyday life.
Methodology/research design
Empirical data consists of six narrative life-history interviews with parents of children (aged 9–16) experiencing prolonged absenteeism. Interviews were conducted within the project Behind School Absenteeism in Aalborg Municipality. Data were analyzed using thematic trajectory analysis, focusing on the development from early signs of distress to the implementation of cross-sector interventions. Patterns in parents’ accounts of causes, responses, and collaboration dynamics were identified.
Expected results/findings
Preliminary findings indicate that parents often detect signs of distress long before schools do and experience their concerns as overlooked, particularly when children “mask” difficulties in school settings. School–home collaboration is described as conflictual and marked by divergent understandings of the problem’s origins. Cross-sector meetings are perceived as resource-intensive and fragmented, with decision-making logics leaning toward individual pathologization rather than holistic approaches. Parents call for continuity, a dedicated coordinator, and genuine partnership where their perspectives are valued. Many report system-related stress and feelings of powerlessness, affecting family well-being and parental agency.
Relevance to Nordic educational research
The study contributes insights into absenteeism as a relational and systemic challenge requiring strengthened collaboration between schools and families. Findings underscore the need for inclusive practices that recognize parents’ situated knowledge and counter marginalization in decision-making. This is crucial for developing preventive strategies within Nordic welfare models, where school–home partnerships are central to promoting children’s well-being.
References
Kearney, C.A. (2008). School absenteeism and school refusal behavior in youth: A contemporary review. Clinical Psychology Review, 28(3), 451–471.
Lund, G.E. (2021). Fra fravær til fællesskab – hvad kan skolen gøre? Aarhus Universitetsforlag.
Skidmore, D. (2004). Inclusion: The dynamic of school development. Open University Press.