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AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
ICCP 2017SYMPOSIUM:
RISK FACTORS FOR AND TREATMENT OF SCHOOL ABSENTEEISM IN CHILDREN AND
ADOLESCENTS
29 JUNE 2017 ASSISTANT PROFESSOR
JOHANNE JEPPESEN LOMHOLT
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
DANISH SCHOOLCHILDREN WITH LOW ATTENDANCE
Investigating contextual and individual risk factors
Presenter: Johanne Jeppesen Lomholt
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
THE ROLE OF SCHOOL• School plays a significant role infusing the values of the society and culture
• School is one of the main social agencies for contributing to the development of the “citizen”.
• School is:
• A setting for academic development
• Linguistic rewarding environment
• Platform for developing social relationships
Not attending school may affect these areas negative
BACKGROUND Aim Methods Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
THE DANISH SCHOOL SETTING• There is compulsory education in Denmark from grade 0-9 (age 6-
16)
• About 77 % of all schoolchildren are registered at the public schools
• If the child is registered at the school it is the school managements obligation to ensure that the child receive instructions.
• Mandatory for public schools in Denmark to register daily school attendance:
• Average school absence 2015/2016: 11.2 days/200 school days (5.6%)
BACKGROUND Aim Methods Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
PREVALENCE OF SCHOOL ABSENTEEISM IN DENMARK
Absence is categorized as either:Legal
1. Due to medical illness or other accepted causes
2. Absence with permission from the head master
llegal
3. E.g. truancy
Illegal
Legal absence (illness)
Absence (permission)
BACKGROUND Aim Methods Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
WHY FOCUSING ON SCHOOL ABSENTEEISM?
The majority of schoolchildren attend school regularly, why focusing on absenteeism?
Serious consequences:
• Predictor for school dropout
• Key factor for social, economic, and health issues in adulthood
• Peer-effect
Two monthly absence days is equivalent to one year of lost education after 9th grade.
BACKGROUND Aim Methods Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
ABSENCE AND TESTSCORES
40
45
50
55
60
65
P30 P40 P50 P60 P70 P80 P90 P100
Ave
rage
tes
tpoi
nt (
1-10
0)
Deciles based on school absence aug.-dec. 2011
Association between test scores and school absence
Danish. 2. grade
Danish. 4. grade
Danish 6. grade
Danish 8. grade
BACKGROUND Aim Methods Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
ABSENCE AND GPA
Average level of absence in 8th and 9th grade
GPA
in 9
thg
rad
e
BACKGROUND Aim Methods Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
NUMBER OF STUDENTS IN UPPER SECONDARY EDUCATION
0
500
1000
1500
2000
2500
3000
3500
4000
P10 P20 P30 P40 P50 P60 P70 P80 P90 P100
Num
ber o
f stu
dent
s
Deciles based on school absence
Går på gymnasiel uddannelse
Går på erhvervsuddannelse
Går ikke på gymnasiel ellererhvervsuddannelse
Students attending upper secondary schools
Students attending vocational schools
Adolescents not attending any schools
BACKGROUND Aim Methods Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
IMPROVED ABSENCE FROM 7TH TO 9TH GRADE STILL HAVE AN IMPACT ON THE FINAL EXAMINATION GRADES
Absence in 9th grade
0% ]0-5% ]5-10% ]10-20% >20%A
bse
nce
in 7
th g
rad
e 0% 8.43 7.99 7.09 6.39 3.23
]0-5% 7.75 7.50 6.82 5.94 3.88
]5-10% 6.70 7.01 6.59 5.04 4.74
]10-20% 6.53 6.08 5.70 5.05 3.88
>20% - 4.89 5.23 4.80 3.19
BACKGROUND Aim Methods Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
HOW TO DEFINE ABSENCE?Different definition:
• Kearney: Problematic absence (includes complete and partial absence from school (25%) and/or school refusal behavior)
• Chronic absenteeism: missing >10% of school year
• Aarhus Municipality, Denmark: Attention demanding school absence (21% of students)
• Lack of consensus regarding when absence is problematic
Diverse literature of varying conceptualizations
BACKGROUND Aim Methods Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
RISK FACTORS FOR SCHOOL ABSENTEEISM
School absence
Child factors
Parentfactors
Family factors
Peer factors
School factors
Communityfactors
BACKGROUND Aim Methods Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
RISK FACTORS FOR SCHOOL ABSENTEEISM
School absence
Child factors
Parentfactors
Family factors
Peer factors
School factors
Communityfactors
Parent and family factors• Family structure• Education level• Income• Chronic illness/disability
• Parents• Siblings
• Emotional disorders• Parental involvement in the
school
Child factors• Gender• Age• Anxiety• Depression• Oppositional behavior• Chronic illness• Pain• Sleep problems/fatigue• Extreme obesity
School factors• Teacher-student relationship• Teacher-parent relationship• Students feeling of being:
• Safe• Accepted• Respected
Peer factors• Bullying• Early peer rejection
BACKGROUND Aim Methods Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
RISK FACTORS FOR SCHOOL ABSENTEEISM
School absence
Child factors
Parentfactors
Family factors
Peer factors
School factors
Communityfactors
Child factors:•Anxiety
•Depression
•Oppositional behavior
•Chronic illness
Parent factors:• Unemployment
• Parental involvement in school activities
Family factors:• Language
spoken at home
BACKGROUND Aim Methods Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
AIM AND HYPOTHESESAIM:
To investigate the individual and relative importance of several domains of risk factors (individual, parental, family, peer, and school) for school absenteeism in a sample of children in elementary and lower secondary schools in Denmark.
Hypotheses:
1. Most risk factors will be associated with excessive school absenteeism.
2. When analyzed together, main predictors will be parental employment status, chronic illness, and externalizing and internalizing behavior.
Background AIM Methods Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
DESIGNCross-sectional study
I. Survey with students, parents, and teachers as informants
II. Absence data from the municipality
III. Register data, Statistic Denmark
Data collected in winter/spring 2014
Background Aim METHODS Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
PROCEDURE- TEACHERS
The class teacher completes the questionnaires during their working hours
1. A questionnaire for each student in the class
a) Strength and difficulties questionnaire (SDQ)
b) Questions about the child’s academic level
2. A questionnaire about the class
a) Wellbeing in the class
b) How the teacher managed absence
Background Aim METHODS Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
PROCEDURE- PARENTS
One parent invited to complete questionnaire
at home. Distributed: intranet
Questionnaire:
I. Strength and difficulties questionnaire (SDQ)I. Child health
II. Anxiety
Background Aim METHODS Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
PROCEDURE- STUDENTSCompleted survey in class using IPads/ schools laptop
Research assistants administered the data collection
Data from children from 5th to 9th grade are included in thispresentation
Background Aim METHODS Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
DATA COLLECTION-STUDENTS• Anxiety (SCAS- social anxiety, separation anxiety)
• Wellbeing in school (teachers, friends, bullying)
• Upbringing
• Academic Self-efficacy
• Spare time
• Health and pain
• Strength and difficulties questionnaire (SDQ)
Background Aim METHODS Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
SCHOOL ABSENCE DATARegistered on a daily basis by the teachers for each student and are monthly reported to the municipality of Aarhus.
The school absence data are linked to the child’s civil registration number
Background Aim METHODS Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
REGISTER BASED DATAFrom Statistic Denmark (Statistics Denmark is the central authority on Danish statistics. They collect, compile and publish statistics on the Danish society)
• Parental educational level, employment status and income
• Ethnicity
• Family status
• Age of parents
• Outpatients care visits and hospitalization
Background Aim METHODS Results Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
Assessed for eligibility5th-9th grade
n=1208
Non-participants• Changed school• Disagreed to participate• No consent from parents• Lack of teacher report or
register data
TEACHERSn= 1044(86%)
PARENTSn= 491 (41%)
STUDENTSn= 999(83%)
Background Aim Methods RESULTS Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
PREVALENCE
0
2
4
6
8
10
12
Total Legal (illness) Legal (other) Illegal
Average number of days with absence from school(5% of school days)
(3%of school days )
(1% of school days)(1% of school days)
Background Aim Methods RESULTS Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
HIGH ABSENCEDefinition:
More than 10% absence from school in the school year.
Only absence classified as either due to illness or illegal
absence are included.
High absence group:
n= 10.3%
Mean age= 13.68 years (mean age 13.26 in the remaining sample)
56.2 % males (49.9 % males in the remaining sample)
Background Aim Methods RESULTS Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
1. HYPHOTHESISMost risk factors will be associated with excessive school absenteeism
Background Aim Methods RESULTS Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
EXTERNALIZING AND INTERNALIZING BEHAVIORS, WELL-BEING AND SCHOOL ABSENCE
Normal absenceMean
High absenceMean Difference t-value
SDQ scores: Informant:Peers Child 1,86 2,22 -0.355* (-1.99)
Teacher 0,91 1,95 -1.043*** (-5.87)Parent 1,15 1,93 -0.782* (-2.45)
Emotional Child 2,37 2,85 -0.487* (-2.13)Teacher 0,98 2,48 -1.505*** (-7.90)Parent 1,50 3,10 -1.596*** (-4.62)
Social Child 7,91 7,52 0.395* (2.23)Teacher 8,46 7,35 1.108*** (5.01)Parent 8,80 8,77 0.0371 (0.14)
Hyper active Child 2,98 3,38 -0.406 (-1.66)Teacher 2,01 3,09 -1.087*** (-3.89)Parent 1,79 1,93 -0.139 (-0.37)
Conduct Child 1,61 1,99 -0.379* (-2.28)Teacher 0,55 1,26 -0.703*** (-5.09)Parent 0,57 0,97 -0.395* (-2.08)
Social_phobia Child 5,35 5,61 -0.262 (-0.77)Sep_anxiety Child 2,72 2,89 -0.173 (-0.67)
Observations 881 102
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES Normal absence
MeanHigh absence
MeanDifference t-value
School work Scores for factor on homework 0.06 -0.16 0.219** (3.25)Scores for self-efficacy factor 0.04 -0.37 0.409*** (4.27)Scores for factor on school satisfaction -0.05 0.40 -0.444*** (-5.44)Teacher’s assessment of students academic level 0.48 0.24 0.247*** (4.79)
School safety Scores for unsafety factor -0.01 0.10 -0.115 (-1.38)Scores for factor on classroom environment 0.01 -0.06 0.0618 (0.61)
Teacher demographic Teacher age 40.74 43.56 -2.818** (-2.70)Teacher is female 0.56 0.49 0.0607 (1.13)
Demographic Pupil is female 0.51 0.52 -0.010 (-0.19)Single child 0.14 0.22 -0.0783* (-2.13)More than 3 children in family 0.14 0.18 -0.038 (-1.04)
Socio-economic factors Non-western background 0.27 0.39 -0.124** (-2.65)Divorced 0.16 0.25 -0.097* (-2.49)Single parent 0.28 0.44 -0.164*** (-3.46)Social case within last three years 0.01 0.02 -0.006 (-0.48)Long education mother 0.21 0.15 0.0607 (1.45)Long education father 0.19 0.11 0.079* (1.98)Primary school mother 0.25 0.43 -0.186*** (-4.07)Primary school father 0.22 0.36 -0.144** (-3.26)Younger than 6 years by school enrolment 0.36 0.30 0.059 (1.18)Young mother (less than 20 at school start) 0.03 0.05 -0.0195 (-1.07)Unemployed mother 0.09 0.18 -0.09** (-2.94)Unemployed father 0.10 0.15 -0.047 (-1.47)Mother sick-listed 0.07 0.06 0.0116 (0.43)Father sick-listed 0.04 0.05 -0.007 (-0.33)Family gross income<250.000 dkr. 0.14 0.32 -0.186*** (-4.95)Observations 881 102
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
Normal absenceMean
High absenceMean
Difference t-value
Up-bringing Scores for factor on child up-bringing (child assessment) -0.03 0.14 -0.178* (-2.38)
Health registers Number of outpatient care visits 5,98 13,31 -7.333* (-2.09)
Number of visits at emergency care 0,16 0,21 -0.0492 (-1.01)
Number of days with inpatient care. 0,14 0,12 0.0231 (0.09)
Any kind of hospitalization 0,02 0,04 -0.0188 (-1.21)
More than 4 visits at the doctor 0,07 0,17 -0.0997*** (-3.59)
Health survey Hours slept 8,83 8,66 0.172 (1.62)
Scores for pain factor -0,02 0,14 -0.162** (-3.15)
Diagnosed with depression (child assessment) 0,00 0,03 -0.0249** (-2.84)
Observations 881 102
Background Aim Methods RESULTS Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
2. HYPOTHESIS
When analyzed together, main predictors will be parental employment status, chronic illness, and externalizing and internalizing behavior.
Background Aim Methods RESULTS Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
LOW RESPONSE RATE AMONG PARENTS• Less than half of the parents responded
• Difference in SES between non-responder parents and responder
• Therefore, the joint model was only based on data from teachers and schoolchildren (n=873)
Background Aim Methods RESULTS Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
Odds ratio t-valueSchoolwork Scores for factor on homework 1,32 (1.24)
Scores for self-efficacy factor 0,84 (-0.91)Scores for factor on school satisfaction 1,40 (1.52)Teacher’s assessment of students academic level 0,49** (-2.06)
School safety Scores for unsafety factor 0,65** (-2.09)Scores for factor on classroom environment 1,34* (1.88)
Teacher demographic Teacher’s age 1,04** (2.37)Teacher is female 0,47** (-2.27)
Demographic Pupil is female 1,27 (0.75)Single child 1,58 (1.28)More than 3 children in family 0,49 (-1.46)
Socio-economic factors Non-western background 0,97 (-0.08)Divorced 1,07 (0.18)Single parent 0,78 (-0.62)Social case within last three years 0,32 (-1.17)Long education mother 1,31 (0.68)Long education father 0,83 (-0.41)Primary school mother 1,80* (1.75)Primary school father 1,19 (0.55)Younger than 6 years by school enrolement 1,11 (0.34)Young mother (less than 20 at school start) 2,40 (1.24)Unemployed mother 1,21 (0.40)Unemployed father 1,25 (0.55)Mother sick-listed 0,99 (-0.02)Father sick-listed 1,26 (0.38)Family gross income<250.000 dkr. 3,20*** (2.63)
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
Odds ratio t-valueHealth registers Number of outpatient care visits 0,99 (-1.33)
Number of visits at emergency care 0,60 (-1.40)Number of days with inpatient care. 0,40 (-0.76)Any kind of hospitalization 12,67 (1.14)More than 4 visits at the doctor 2,72** (2.32)
Health survey Hours slept 0,94 (-0.37)Scores for pain index 2,28*** (2.74)Diagnosed with depression (self-reported) 27,39*** (2.92)
Up-bringing Scores for factor on child up-bringing (self-reported) 1,10 (0.47)SCAS self-reported Social phobia 1,05 (0.83)
Separation anxiety 0,89* (-1.72)SDQ teacher informant Peers 1,18* (1.88)
Emotional 1,31*** (3.46)Social 0,93 (-0.84)Hyper active 0,84** (-2.18)Conduct 1,26* (1.74)Constant 0,05 (-1.57)
Other covariates School and grade dummies.
N 873
r2_p 0.243
df_m 50
ll -205.8
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
THE RELATIVE IMPORTANCE OF EACH OF THE RISK DOMAINS ON SCHOOL ABSENCE
0 0,05 0,1 0,15 0,2 0,25 0,3
SDQ
SCAS
Up-bringing
Health survey
Health register
Socio-economic
Teacher demographic
School safety
School-work
Background Aim Methods RESULTS Conclusion
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
SUMMARY OF THE RESULTS1. As hypothesized most factors were individually related to high absence
2. The second hypothesis were partly confirmed:
In the joint model we found that having:
• an uneducated mother and low family income
• more than five annual contacts with general practitioners or specialists
• the experience of pain
• self-reported depression
• teacher age and gender
• The factor strongest related to high absence was the children’s emotional and behavioral problems proxy-reported by the teachers.
Background Aim Methods Results CONCLUSION
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
CONCLUSIONThis study includes:
• a rich dataset with survey data from a representative sample of Danish schoolchildren
• register data with information on both socio-economic and health status
• absence data registered daily
• The children’s emotional and behavioral problems were more strongly related to having problematic absence than socio-economic factors.
• This study highlights the importance of considering children’s wellbeing in problematic school absenteeism.
Background Aim Methods Results CONCLUSION
JOHANNE JEPPESEN LOMHOLTE-MAIL: JOHANHJ@PSY.AU.DK
ICCP 201729 JUNE 2017
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
RESEARCH GROUPJohanne Jeppesen Lomholt , Department of Psychology, Aarhus University, Aarhus, Denmark
Jacob Nielsen Arendt, KORA, Danish Institute for Local and Regional Government Research, Copenhagen, Denmark
Iben Bolvig, KORA, Danish Institute for Local and Regional Government Research, Copenhagen, Denmark
Principal Investigator: Mikael Thastum, Department of Psychology, Aarhus University, Aarhus, Denmark
Background Aim Methods Results CONCLUSION
AARHUS UNIVERSITY
DEPARTMENT OF PSYCHOLOGYAND BEHAVIOURAL SCIENCES
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