What are the long-term effects of chronic absenteeism on academic achievement and future opportunities?
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Chronic absenteeism has significant long-term effects on academic achievement and future opportunities. Research indicates that unexcused absences are particularly useful in predicting future achievement issues in early elementary grades . School absences in late childhood are associated with lower educational attainment and a higher likelihood of non-employment at age 42, impacting individuals' career success . Absences, regardless of the reason (truancy, sickness, exceptional circumstances, or holidays), are negatively linked to academic achievement at both compulsory and postcompulsory schooling stages, suggesting various pathways beyond lost instruction . While chronic health conditions are associated with lower academic attainment, there is limited evidence that school absence mediates this association, emphasizing the need for additional support for children with CHCs . Students with chronic health conditions, who miss more school days, are at risk of performing poorly on standardized tests and not completing high school, highlighting the importance of addressing health status for academic success .
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5 Citations | Chronic absenteeism leads to lower GPAs and decreased likelihood of high school completion, impacting future opportunities and academic achievement negatively, as highlighted in the study. |
| Chronic absenteeism due to chronic health conditions does not mediate lower academic attainment. Policies focusing solely on reducing absenteeism may not benefit children with chronic health conditions in the long term. | |
| Chronic absenteeism, regardless of the reason, negatively impacts academic achievement in both compulsory and postcompulsory schooling, suggesting the need for tailored interventions to improve students' outcomes. | |
| Excused absences do not predict future academic risk, while unexcused absences are indicative of potential issues. Chronic absenteeism can impact academic outcomes, warranting early intervention for at-risk students. |
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