Early Absenteeism Guide for Lifelong Education

School absenteeism is a problem that can be caused by several different factors, such as difficulties within the family, problems in the school environment, or mental health difficulties. Absenteeism can, in turn, lead to negative consequences such as poorer mental health, social isolation, and long-term difficulties later in life. For children, school absenteeism has negative consequences for their education, social relationships, and important daily routines-routines that can otherwise serve as a protective factor against, among other things, mental health difficulties, particularly for children in vulnerable environments (Selman, 2023). It is therefore important that problems are identified at an early stage and that schools, parents, and pupils work together to reduce absenteeism (Kearney, 2008; Gren-Landell, 2021).

About EAGLE EAGLE (Earle Absenteeism Guide for Lifelong Education) is a collaborative model between schools and families aimed at preventing school absenteeism at an early stage, before absenteeism becomes extensive and therefore more difficult to address. Primary schools are organisations with limited resources and a need for simple, practically oriented working methods. EAGLE therefore has a simple basic structure, with the aim of being implemented quickly when pupils begin to show problematic absenteeism.

Here, problematic absenteeism refers to absenteeism that is caused by something in the child's life that is not functioning well or needs to change-for example, difficulties at school, at home, or in everyday life-and not by a straightforward cause such as a common cold. The target group is children in the early and middle years of primary school. An important component is to strengthen collaboration between parents and school staff, as well as to provide parents with guidance on parenting in relation to the child's difficulties attending school.

The Gradual Development of Absenteeism Absenteeism does not begin from one day to the next; rather, it develops gradually. Unfortunately, it is common for interventions to be introduced only when absenteeism has become extensive, by which point it is more difficult to reverse. EAGLE, on the other hand, is implemented earlier, increasing the possibility of, so to speak, turning the ship in the right direction and helping children and parents establish a positive experience of school attendance.

In brief, EAGLE consists of three collaborative meetings between the school and the child's parent(s)/guardian(s), two sessions providing psychological guidance to the parents, and two shorter conversations with the child to obtain their perspective. The basic principle is that, when it comes to school absenteeism among young children under the age of 12, adults-both at school and at home-should collaborate and drive the change, rather than placing this responsibility on the child. Nevertheless, the child's perspective must be taken into account throughout the entire process.

School absenteeism is often described as a complex phenomenon involving an interaction between different factors that mutually influence one another (Swedish National Agency for Education, 2021). These factors may vary, but they generally concern three main areas: 1) school-related factors, 2) individual-related factors, and 3) family-related factors. The EAGLE working model provides a method for mapping these three areas and subsequently implementing appropriate interventions. Considerable time is devoted to establishing good collaboration between the school and the family and to helping parents manage the difficulties that arise when a child does not want to attend school.

Aim

The research project aims to:

Evaluate the effectiveness of the EAGLE intervention. Understand which factors influence children's absenteeism, including factors related to both parents and pupils.

Materials and Methods The research project will use both qualitative and quantitative data. The primary outcome measure will be school attendance.

We will also investigate factors in the child's life that may influence absenteeism, such as symptoms of anxiety and depression, as well as their parents' attitudes towards school based on their own experiences as children.