A Study of Persistent Absenteeism and Severely Emotionally Disturbed Adolescents

Abstract

Student absenteeism is an issue of concern both for regular education and emotionally disturbed students. Previous studies have investigated the variables associated with poor school attendance and the later adult adjustment of poor attenders. Studies with severely emotionally disturbed students and absenteeism have been uncommon. This study investigated differences between high and low school attending severely emotionally disturbed adolescents drawn from a school serving this student population. Results, consistent with the author's hypotheses, found that high attenders resided in homes with higher socioeconomic circumstances, demonstrated higher mathematics skills, and exhibited a superior behavioral adjustment (four of six scales of the Revised Behavior Problem Checklist; RBPC). Also, the high attenders were found more likely to travel to and from school by private rather than public transportation. Contrary to the study's hypotheses, the two groups did not differ on gender, race, parental marital status, age, IQ, reading skills, two scales of the RBPC, sociometric ratings, and frequency of discipline problems (crisis intervention). A central focus of the study is the low attenders' home environment and its impact on regular school attendance.

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