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Addressing school absences early is essential to prevent students from falling behind or dropping out. But schools are often left to deal with this on their own. The Council of Europe recently adopted strategies for addressing school absenteeism in Europe. Christine Sälzer, formerly a professor of educational sciences at the University of Stuttgart and now a professor of educational monitoring at Leuphana University in Lüneburg, recommended measures for early detection and prevention as part of these strategies. In the interview, she talks about expanding prevention efforts outside of school and ensuring access to educational and recreational opportunities regardless of social background.
We often associate absence from class with “skipping school”. Studies show that there is much more to it than that.
Prof. Sälzer: That’s right. We should first ask why students don’t go to school. They should therefore not simply be labeled as truants who have problems with school. Not all children and adolescents with frequent absences miss school by choice. The reasons are surprisingly varied. In some cases, emotional stress or family problems keep them from attending school. Feeling like they don’t belong at school, conflicts with classmates, learning difficulties, or unstable living conditions can also play a role. And it can sometimes be as simple as wanting to see what happens if they skip school.
What if students are frequently absent? And why does this ultimately affect society as a whole?
Prof. Sälzer: At school, children and teenagers develop important academic and social skills that help them become independent, capable members of society who think for themselves. Students who are frequently absent miss classes and social experiences and increasingly fall behind. Beyond these individual factors, prolonged absenteeism can also disrupt the class because the group is constantly changing. In the long run, frequent absences can even lead to young people dropping out of school, thereby increasing the risk of unemployment and social exclusion. School absenteeism affects society not only through its potential long-term consequences but also through its immediate effects on young people, who may feel that their presence and participation do not matter if prolonged absences go unnoticed or unaddressed.
What can schools do when they notice that a child is missing school with increasing frequency?
Prof. Sälzer: Increasing absences should always be viewed as a warning sign. The first step is to take a close look at when students are absent. Are there certain subjects, days, or situations in which absences occur? Failure to comply with compulsory school attendance should have consequences. However, disciplinary measures alone are not enough. Instead, we need clear, educationally appropriate consequences that help students take responsibility and actively participate in school life again. This can also include assigning specific tasks that contribute to the school community. It is also important to have a trusted adult at school who notices when a child is absent, offers help, and reaches out to the child and the parents. Relationships built on trust are extremely important in helping affected students get back on track. However, the problem is that schools are often left to deal with this on their own.
Where do schools reach their limits in addressing absenteeism? And why does this mean that political action is also needed?
Prof. Sälzer: Schools can identify absences early on, strengthen relationships, and work with parents to find solutions. But the causes of school absenteeism often extend beyond what schools can influence, particularly in cases involving mental health conditions, family difficulties, or poverty. This requires clear responsibilities and close cooperation among schools, youth services, health care providers, and psychosocial services. Policymakers must create the necessary structures and provide the necessary resources. Schools cannot address school absenteeism on their own.
So, what do you recommend?
Prof. Sälzer: We need reliable systems to ensure that schools are not left to handle this task on their own. Policymakers and local governments must establish clear lines of responsibility and procedures for cooperation among the actors mentioned. This includes the systematic monitoring of absences, early support appropriate to the underlying cause, and clear procedures for complex cases. The key is to ensure that warning signs are not only identified but also followed by timely support. Like a safety net that is there when needed. This requires sufficient staff and resources as well as an ongoing dialog about which approaches are proving effective.
Where do you see the greatest need for preventive measures?
Prof. Sälzer: Prevention is most urgently needed when children and adolescents face multiple challenges. Overall, absences have increased since the COVID-19 pandemic. Children and adolescents affected by poverty, health problems, unstable living conditions, or a lack of support services are particularly at risk. This requires readily accessible health and social services and educational and recreational opportunities as well as school environments that foster a sense of belonging and supportive relationships. School absenteeism should be addressed long before absences become a persistent problem. The key is to identify problems early on and take action together.
About Christine Sälzer
Prof. Christine Sälzer is an expert on academic achievement, school absenteeism, special education needs, and practical training in schools as part of teacher education. In her research, she explores the factors that influence educational success and ways to identify and reduce educational inequalities. From 2010 to 2017, Sälzer led the PISA study in Germany. She began researching school absenteeism at the Universities of Bern and Fribourg in Switzerland, where she completed her doctorate in 2010. After holding academic positions in Braunschweig, Munich, and Heidelberg, she became a professor of educational science at the University of Stuttgart in 2018. In September 2026, Sälzer moved to Leuphana University Lüneburg.
https://www.uni-stuttgart.de/en/university/news/all/Why-children-and-teens-miss-...
Christine Sälzer was a professor of educational science at the University of Stuttgart from 2018 unt ...
Quelle: Roland Geiger
Copyright: Roland Geiger
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Christine Sälzer was a professor of educational science at the University of Stuttgart from 2018 unt ...
Quelle: Roland Geiger
Copyright: Roland Geiger
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