Teacher support and school refusal: differences and predictive ability in adolescents
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Abstract
Regular school attendance is essential for adolescents’ academic, social, and emotional development. The concept of school attendance problems encompasses various manifestations of absenteeism, with absenteeism standing out due to its high prevalence, affecting approximately 30% of students internationally. Within the school environment, perceived school climate, and specifically, teacher support, plays a crucial role in preventing absenteeism. In this context, the present study aims to examine differences in perceived teacher support between students with high and low levels of absenteeism, as well as the predictive value of this perception for identifying students at greater risk. Using a sample of 724 Spanish students, teacher support was assessed through the What’s Happening In This School? (WHITS) questionnaire, and unjustified absenteeism through the Assessing Reasons for School Non-attendance (ARSNA) scale. Results indicated that students with higher levels of unjustified absenteeism perceived significantly lower levels of teacher support. Moreover, lower perceived support predicted a higher likelihood of reporting unjustified school non-attendance. These findings highlight the protective role of teacher support against absenteeism and its relevance in fostering student well-being. The study emphasizes the need to promote educational strategies aimed at strengthening positive and socioemotional bonds between teachers and students. Despite limitations, such as the cross-sectional design and reliance on self-reported measures, the results reinforce the importance of incorporating teacher support into school policies to prevent unjustified absenteeism effectively.
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