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Author: Feuerhelm, Kathryn M.
Title: Students' Perceptions on Truancy: Reasons for Truancy at the High School Level
The accompanying research report is submitted to the University of Wisconsin-Stout in partial
completion of the requirements for the
Graduate Degree/Major: MS Career and Technical Education
Research Advisor: Diane Klemme, Ph. D.
Submission Term/Year: Spring 2012
Number of Pages: 50
Style Manual Used: American Psychological Association, 6th edition
0 I understand that this research report must be officially approved by the Graduate School and that an electronic copy of the approved version will be made available through the University Library website 0 I attest that the research report is my original work (that any copyrightable materials have been used with the permission of the original authors), and as such, it is automatically protected by the laws, rules, and regulations of the U.S. Copyright Office. 0 My research adviser has approved the content and quality of this paper.
STUDENT:
NAME Feuerhelm, Kathryn M. DATE: May 1, 2012
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Director, Office of Graduate Studies: DATE:
2
Author: Feuerhelm, Kathryn M.
Title: Students’ Perceptions on Truancy: Reasons for Truancy at the High School Level
Abstract
The purpose of this study was to examine the perceptions of high school students on
reasons for truancy, seeking specifically to determine whether the students feel that the reason
for their absence from school was internal, meaning it was of their own cause; or external,
meaning they feel someone else caused their truant behavior. A survey was completed by 10
subjects, grades 10-12, who had demonstrated truant behavior. The survey was an interview
format.
The results of these interviews were compared and examined under William Glaser’s
Choice Theory, to determine if the excuses provided coincide with the theory’s basic needs,
including survival, freedom, fun, power and belonging. This was done to determine if students
who feel their needs are not being met at school may search elsewhere to meet those specific
needs.
The findings of this study suggested that students underestimate the number of days of
school which they have missed, had a reason or excuse for their absences, and considered their
absence to be their own fault. Upon examination through the Choice Theory, many of the
students’ reasons for absence corresponded with seeking survival, belonging, freedom, fun, and
power, thus supporting the theory as it applies to truant behavior.
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Acknowledgments
This journey to complete my Master’s degree in Career and Technical Education has been
a long, interesting and enlightening path. I have had many ups and down, joys and stressful
moments, but in the end I am glad I took on the challenge and have followed through to
completion. It has strengthened me, made me a better person, and opened my eyes to higher
education and the broader scope on the field of CTE.
Instrumental to my success was my instructor, advisor and mentor, Dr. Diane Klemme.
She has been there for me through my undergraduate work at Stout, student teaching, and as a
high school teacher, as well as through the completion of my higher Ed degree. Without her, I
would have struggled, both with content and with the procedure of completing this daunting task.
My program advisor, Carol Mooney, served as a beacon in the challenging times of
planning my course; she always provided guidance, advice and assistance. She helped me find
courses that were relevant, interesting, and beneficial to my interests and program of study.
Most importantly, I need to thank my dear husband for supporting me both emotionally
and financially throughout this quest. Although education is in a precarious state, the outlook is
questionable and job security is at an all-time low, he never once questioned my intent or desire
to complete this degree, but rather full heartedly supported and encouraged me, regardless of the
career or financial gain that would come from it.
I am grateful to have so many wonderful people in my life, without them this would
never have been possible. I look forward to the doors that will open as a result of this degree,
both within me individually and for others that I can positively impact in my work utilizing this
degree.
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Table of Contents
…………………………………………………………………………………………….Page
List of Tables…………………………………………………………………………………..6
Chapter I: Introduction. . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Chapter II: Review of Literature. . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Choice Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Internal and External Reasons for Truancy: Previous Research. . . . . . . . . . . . . . . . . 17
A Comparative Multilevel analysis of Country and School Characteristics on Civic
Knowledge among 14 year olds. ………………………………………………………18
Social Work Services in Schools……………………………………………………..18
Police Eliminating Truancy; A PET Project………………………………………….19
Students Perceptions of the Causes of Truancy and Interventions to
Reduce Truancy……………………………………………………………………….20
Summary ……………………………………………………………………………..20
Chapter III: Methodology . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Population and Sample (or Setting and Subjects) . . . . . . . . . . . . . . . . . . . . . . . . . 23
Instrumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Chapter IV: Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
5
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
The Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Initial Student Perceptions on Truancy . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . 28
Summarizing the Interviews……………………………… ……….………………...32
Investigating Using Choice Theory…………………………………………..………35
Student Perceptions on Reasons for Absence from School…………………………..36
Reasons for Truancy: Internal or External?....................................................................38
Student Perceptions on Absence: Whose Fault is it?.....................................................39
Chapter V: Summary, Conclusions, and Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . 40
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Appendix A: Correspondence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
6
List of Tables
Table A: Self-Reported Student Demographics…………………………………………...…...29
Table B: Students Perception of Number of Days Missed versus Actual
Number of Days Missed……………………………………………………………..... 31
Table C: Choice Theory Needs as Reasons for Missing School……………………………......36
Table D: Perception on Truancy Being Internal or External…………………………………...39
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Chapter I: Introduction
Background
Truancy is generally defined as a locally-defined number of absences from school
without a legitimate excuse, more commonly referred to as skipping school. (Charles Walls,
ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education).
According to Scheff (2011) “Children in America today lose over 5 million days of their
education each year through truancy.” Truancy may have been romanticized throughout modern
history by movies such as Ferris Bueller’s Day Off and Clueless, but it is has been linked to
serious delinquent behavior in youth. As a risk factor for delinquent behavior in youth, truancy
has been found to be related to substance abuse, gang activity, and involvement in criminal
activities such as burglary, auto theft, and vandalism (Bell, Rosen, & Dynlacht,1994; Dryfoos,
1990; Garry, 1996; Huizinga, Loeber, & Thornberry, 1995; Rohrman,1993).
Truancy may be our first and best indicator that a student is headed for trouble. Truancy
is correlated with poor performance on standardized tests (Caldas, 1993, Lamdin, 2001),
high school dropout (Bridgeland, Dilulio & Morison, 2006), juvenile delinquency
(Henry & Huizinga, 2005, Berger & Wind, 2000, Gavin, 1997, Wilson, 1993),
substance abuse (NY State Office of Alcoholism and Substance Abuse Services, 1994,
Soldz, Huyser and Dorsey, 2003, Bachman, Johnston and O’Malley, 1998), and eventual
adult criminality (Harlow, 2003, Schroeder, Chaisson, & Pogue, 2004). At age 18, the most
characteristic features of past truants were that they had unskilled manual jobs and had an
unstable job record. (Unwillingly to School, Burg, Nursten, 1996).
According the United States Department of Education's 1996 Manual to Combat
Truancy, skipping school is a cry for help and a signal that the child is in trouble. Truancy is
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often a symptom of a deeper problem. This is not a problem that is isolated to the United States;
many other countries report truancy as an issue. Scotland has gone so far as to conduct “truancy
sweeps” where police patrol the streets in search of students skipping school. (The Law, The
Newspaper of the Essex Police, April 2001) A March 2010 article reports that that truancy in
England has reached an all record high. (Truancy in schools in England reaches record high,
Angela Harrison, BBC News, 2010) Nor is this problem new. As far back as 1825,
Massachusetts adopted attendance laws to require compulsory attendance of students. (Student
Absenteeism and Truancy: Technologies and Interventions to Reduce and Prevent Chronic
Problems Among School-Age Children, Williams, 1997)
Students are not the only ones who lose out in the event of truancy. School districts lose
revenue, risk overall test scores, and can develop a poor reputation when students are truant.
(Truancy prevention and intervention: a practical guide, Bye, Alvarez, Hayes, 2010) School
officials generally are required by law to report truant students to local authorities, who may then
issue a citation for the truancy. This problem is usually addressed locally, often under the
supervision of a school administrator and a Child Welfare or Juvenile Services officer, and the
penalty will vary by jurisdiction. Unfortunately, this truancy ultimately results in students less
prepared for a life of productive citizenship.
Because it is evident that truancy is detrimental to students and society as a whole, there
is a need to research it further to develop interventions that are effective in reducing truancy.
Before one can solve the problem, we must look for the reasons that students become truant.
Although there is obviously been much research on the topic, the underlying attitudes behind the
instigators of truancy is an intriguing topic. By gathering insight into truant students’
perceptions on the reasons behind their absences, we can more closely observe these perceptions
9
within the parameters of William Glasser’s Choice Theory, in a quest for guidance and answers
in solving this problem.
Statement of the Problem
Many large cities report staggeringly high rates of truancy. Research suggests that there are
several factors that contribute to truancy. Knowing what specific personal, internal factors
determine high school truancy might lead us to better understand the problem and develop
instruments to reduce or eliminate it. In this study, high school students’ perceptions on the
factors influencing truancy, specifically the underlying causes or reasons for their absence, will
be examined.
The main question that this research seeks to answer is “What are the perceptions of high
school students for missing school?” Is the reason for missing school internal (doesn’t want to
come, anxiety, etc.) or external (parents needing them at home, not having a ride, etc.)? By
understanding where truant students place blame for their absence, we can start to examine the
truancy under a theory-base, specifically the Choice Theory, which states that our behavior is
driven by five genetically driven needs, similar to that of Maslow. This begins with survival,
then the sense of belonging, connecting, and/or love. Following this are power/ significance,
then freedom, and finally fun/learning. To examine the truancy’s underlying reasons, in the
perspective of the student, will allow us to see if the lower level basic needs are not being met,
and thus preventing the higher level behaviors from becoming obtainable. If these needs are not
being met at school, the students may be going somewhere other than school in search of
meeting these needs.
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Definition of Terms
Choice Theory. A theory, developed by William Glasser, (1998) which states that our
behavior is driven by five genetically driven needs in search of a Quality World. This begins
with survival, then the sense of belonging, connecting, and/or love. Following this are power/
significance, then freedom, and finally fun/learning.
Excused absence. Excused refers to absences which are approved by parents or doctors.
These absences would not be included in truancy, as they would be considered to have a valid
excuse. This may include, but is not limited to: Sick, hospitalized, college visit, or doctor
appointment. These excuses vary by school district policy, but generally need a parental or
doctor’s note, especially after the number of absences has reached a specific number, which
varies by school district and state.
External reasons for truancy. External reasons for truancy include all reasons other
than personal, psychological reasons. This would include bullying at school, not having a ride to
school, being needed at home or to work during school hours, or being physically restrained
from school.
Habitual truant. The definition of a “habitual truant” is a student who is truant on five
or more days in one semester. (Wisconsin Legislative Audit Bureau, 2000)
Internal reasons for truancy. Internal reasons for truancy are defined as all personal,
psychological, internal excuses for not attending school. This would include fear or anxiety of
coming to school, dislike of school, feeling inadequate at school, or fear of attending school.
Reason for truancy. A reason for truancy refers to any listed excuses provided for a
student not being at school at any particular time that is required by law.
Truancy. Truancy is defined by Section 188.16 (1)(c), Wis. Stats., as “simple truancy”
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being any absence of part or all of a school day for which a pupil’s parent or guardian has not
provided a valid excuse.
Unexcused absences. Unexcused absences refer to missing school for reasons that are
considered unacceptable to parents, teachers, administrators, or law enforcement. This may
include, but is not limited to: Choosing not to come to school, missing the bus, shopping, needed
at home, and sleeping.
Limitations
In planning this research, it was taken into consideration that the researcher would be
working with high school aged students, and ones that are not coming to school on a regular
basis. Therefore, many of the initial tactics and questions initially considered may not be useful
or appropriate when dealing with the specific population targeted. This encouraged the
researcher to come up with a list of some limitations, which is detailed below.
These students are already on the path to truancy, if not already labeled truant. They may
not come to my interview sessions, or may not come consistently. To help ensure attendance at
the scheduled interviews, pizza was offered as an incentive for the participating students. The
questioning was limited to one relatively short session, rather than breaking it up in to smaller
segments, as was initially considered. Taking care of all the questioning in one session made the
interview process easier, since these are students who are obviously not at school consistently
and tend to be harder to track down.
There is always the concern that students may answer the questions in a way that they think
the examiner wants them to, to give the response which they think is correct, rather than to
answer honestly. In the interviews, the researcher attempted to reduce this desire to please by
making it clear to the students that their answers are strictly for research purposes. Hopefully
12
through this method, the researcher got the most accurate information possible. Ultimately, this
is a challenge in this type of research, as it is based on the responses of teenaged students.
Again, in dealing with teenagers who are not “on the right track”, the researcher considered
the fact that students might not be telling the truth in the interview. These particular groups of
students are likely well-seasoned at telling adults what they want to hear, making excuses for
themselves, or avoiding the real question or problem. These students might be, or most likely
will be, defiant and defensive. To counter this, the interviews were designed to be as non-
confrontational as possible. The design of the questioning was to stress that this research is to
help, and try not to be prodding or pressing. The students were made aware that this research
was developed for a class, and that the researcher will be able to get the most use from their
honest answers. Additionally, the researcher showed the students how the sheet where responses
were written on was separate from the permission form with their name, so they would not be
“turned in” or identified in any way throughout this research project.
For this research, the students interviewed were limited to the sample of students that
returned the necessary documentation to participate in this study. Because of this, each and every
student with the attendance record within the target range was not able to be interviewed.
This study was conducted on a small population of students in Western Wisconsin, and would
not necessarily accurately represent students across the state or country.
The nature of this research was interview format, and because of that, the interpretation
of the responses and results are subject to the researcher, and therefore may be skewed or biased.
Finally, it should be addressed that every reason for truancy does not fall neatly into the
category of internal or external reasons. For the purposes of this research, however, the concept
was oversimplified to allow the researcher to break down the students perceptions and better
13
examine them under Choice Theory.
Assumptions
Based on William Glasser’s Choice Theory, (1999) the initial expectation was that the
students will report that they alone decide how they spend their days. One of the axioms of
Choice Theory is that an individual can only control their own behavior. The initial assumption
of the researcher is that teens see their lives as something that they can control and manipulate,
and that they are able to make their own best decisions for themselves. Therefore, the choice to
come to school or stay home is one they make for themselves because they are in charge.
The researcher was also expecting to hear that these students do not have a “group” or a
network of peers or friends at school that they connect with, or a club or group to participate.
The excuse that these particular students have never made a connection at school or currently
don’t have any connections, and they are therefore unable to meet their other needs also falls
nicely into the Choice Theory. Students who are unable to find this feeling of belonging or
“fitting in” has created a gap and they are therefore unable to meet or fulfill other, higher level,
needs. Rather than come to school and plug along, my assumption is that they have found
another place where they feel that they are a better fit, be that home or wherever it is that they go
when they choose to skip school.
The next assumption made regarding the research is that students are truant for one reason
or another, and the cause of the truancy is either internal (caused by them) or external (caused by
someone else). Their perception on the reason for the truant behavior is the focus of the research,
so that it can be examined under the model of Choice Theory to draw conclusions about the
sample group, hopefully which can be used to generate some ideas on reducing and preventing
14
truancy.
The working hypothesis used to frame this research is that, based on the lower level needs
of Glasser’s Choice Theory are not being met, students are unable to obtain higher levels and
will look to blame others for their truancy. Some support of this theory would be that students do
not want to take accountability for their absences, because they control their own behavior and
know what is the best choice for them at the time. Students who are not having their needs met
at school will find other ways and places to meet those needs, and if students feel that school is
hindering the meeting of those needs, then they will simply not come to school.
15
Chapter II: Review of Literature
Introduction
The purpose of this research is to study the kinds of excuses that high school students
provide for their truancy. More specifically, it will study the extent to which they attribute their
truancy to their own mistakes, and the degree to which they blame on an external source.
Specific to high school students, who are in the early stages of becoming truant, this study will
examine some contributing factors to the continuation of absence, and consider the extent of
their truancy as part of a pattern. The following review of literature will introduce and define
Choice Theory, then examine studies, including Internal and External Reasons for Truancy:
Previous Research, Students Perceptions of the Causes of Truancy and Interventions to Reduce
Truancy, and Social Work in Schools. It will also explain the importance of research on truant
behavior, and then outline some reasons for truancy, both internal and external. Contributing
factors to truancy will be cited, as well as information on patterns of truancy.
Choice Theory
Choice Theory was developed by William Glasser (1999) after years of studying and
practicing psychology and counseling. It proposes that behavior is made up of four components:
acting, thinking, feeling and physiology. The theory proposes that we have some control over
acting and feeling, but little control over feeling and physiology. However, the four are closely
intertwined, and therefore the choices we make in the first two can greatly affect the latter two.
The theory seeks to explain that much unhappiness comes from failed or failing relationships to
those who are close to us. The phrase “Quality World” is used and represents their complete
outlook on the world and the way it related to them and the things that are important to them.
This theory has a few main points, which are outlined in the 1998 book, Choice Theory: A
16
New Psychology of Personal Freedom. The three main points, according to this theory, are that
we are driven genetically to meet five basic needs, we act in a way to try and meet these basic
needs, and that we can only control our own behavior, not the behavior of others.
The five basic needs that are the capstone of Glasser’s Choice Theory are survival, power,
freedom, fun and belonging. Dr. Glasser believes that all individuals need basic elements to
survive, such as food, water, air and shelter, but that the other four basic needs are needed in
varying degrees for different individuals. This theory can be compared easily to the behaviors of
high school students, and how they seem to struggle with these areas of their life, in many
different forms and fashions. It seems that in their struggle to find their identity, these same
components; power, freedom, fun, and belonging, are what high school students are seeking to
figure out. Therefore, it makes sense that the role which school plays in this struggle would
determine a students like or dislike for school, and therefore may impact attendance and
participation. It is with this curiosity that I wanted to examine truancy within the confines of Dr.
Glasser’s Choice Theory.
Power and freedom are two places where a student may struggle with school- if they feel
that their freedom is sacrificed when teachers and administrators, and in some instances, law
enforcement, impose rules on them. Power may not be something that a student feels he or she
has while in the confines of the school environment, during the structured day. And freedom is
also sacrificed by being part of the daily schedule and structure of the school.
Students may not find school to be fun, perhaps if the content is particularly hard for them;
they have disagreements with peers, teachers or administrators, or simply do not find the content
and structure of school to be pleasant. A student’s perception on fun may impact their attitude
towards school; if a student thinks school is boring, then they will be more inclined not to attend.
17
Some of the most detrimental human behavior, including school failure, can be traced back
to a lack of belonging. (Bell, A., Rosen, L., & Dynlacht, D.) Most of the human lifespan is
dedicated to belonging to one group or another, be that the family that you are born into, friends
in school, colleagues or a mate, and even an eventual retirement community. If a student
struggles to find a fit in school, a place where they feel that they belong, this may have a
negative impact on their attendance and participation in school.
Basically, according to Dr. Glasser’s Choice Theory, students who are not having their
needs of power, freedom, fun and belonging met at school are not going to be happy there, and
will seek to meet those needs elsewhere. Doing things that satisfy their needs elsewhere may
make them feel better, but the lack of attendance at school results in habitual truancy.
So the underlying theory base for this research is that truant students do not feel that they
belong in school, or have a low attachment to school, and that their needs are better met
elsewhere.
Internal and External Reasons for Truancy: Previous Research
The purpose of this research is to study the kinds of excuses that high school students
provide for their truancy. More specifically, it will study the extent to which they attribute their
truancy to their own mistakes, and the degree to which they blame on an external source.
Specific to high school students, who are in the early stages of becoming truant, this study will
examine some contributing factors to the continuation of absence, and consider the extent of
their truancy as part of a pattern. The following review of literature will introduce and define
truancy, explain the importance of research on truant behavior, then outline some reasons for
truancy, both internal and external. Contributing factors to truancy are cited, as well as
information on patterns of truancy.
18
A Comparative Multilevel analysis of Country and School Characteristics on Civic Knowledge
among 14 year olds.
Previous research has linked truancy to three kinds of factors; the individual, the family,
and the school. (Claes, Hooghe & Reeskens, 2009) Other factors obviously play into this
complex and ongoing problem, but by examining related research and simplifying the
questioning, the problem can be examined through the lens of Choice Theory. This particular
study, Truancy as a Contextual and School-related Problem. A Comparative Multilevel analysis of
Country and School Characteristics on Civic Knowledge among 14 year olds, used a large,
comparative study to detect patterns among consequences and causes of truancy, using students
in 28 different countries. This analysis of this research showed that schools can have a major
impact on reducing truancy by promoting parent involvement and providing an environment of
support. The school climate and interaction among pupils was found to be an important
component in the interventions to reduce truancy. The research demonstrated that increased
truancy in school reduced test scores, especially among students from lower socio-economic
backgrounds, thus supporting the importance of finding viable solutions to this widespread
problem.
Social Work Services in Schools
Although this phenomenon is obviously multi-dimensional and extremely complex, this
particular review of literature, in preparation for research searching for the reasons and
underlying causes of truancy in high school students, focuses on the personal factor of truancy,
in an effort to answer the specific research questions posed. Allen-Meares, Washington and
Welsh, in a 2000 study titled Social Work Services in Schools, address the topic of personal
factors in their research, stating “the decrease in pupil motivation leading to attendance problems
is part of a predictable sequence”. The usual pattern begins with the pupil losing academic
19
interest, falling behind academically, and avoiding class, and despite interventions from school
officials and parents, which act to increase students’ negative feelings and attitudes about school.
The Allen-Meares, Washington and Welsh study also addresses cultural diversity in public
education and its effect on student behavior, reporting “culturally competent public school
systems have yet to proliferate in the United States.” This research indicates that we have to
know more about truancy and strive to uncover viable solutions to this problem.
Police Eliminating Truancy; A PET Project
A 2000 survey by the North Miami Beach, Florida Police Department revealed that 30%
of respondents claimed to be truant from school because they “do not like school”, 20% “missed
bus”, 20% “suspended from school”, 15% “sick”, and 15% “other”. (Berger, Wind, 2000)
Although this research also does not address the whether the students perceive the absence as
being student-oriented or blamed on environmental factors, it does address some of the common
reasons provided for students missing school, along with the interventions that this particular
police department and school district attempted to reduce truancy, after the students responses
were evaluated.
This study had four goals, the first of which was to identify the primary reasons that
students were truant. Second and third, to get truants off the streets and reduce crimes that truants
have committed, and finally to track chronic truants. Proactive patrol was used to pick up
truants, and there were over 400 truant students reported to have been picked up as part of this
intervention at the time of its publishing, in 2000.
Some successes were noted, after the students met with a counselor and the reasons for
their truancy were addressed. In short, this project is credited as a success as crime rates have
fallen and truancy has been reduced in many students after one incident of intervention. The
20
one-to-one intervention may be challenging to replicate on a larger universal scale, but there are
some good things that can be taken from this research, as truancy and crime have been reduced
through police and school intervention.
Students Perceptions of the Causes of Truancy and Interventions to Reduce Truancy.
A previous study by Kevin J. Kampmann (2007) and also examined the perceptions of
students on the causes of truancy. This study was conducted as an effort to reduce truancy in a
particular school, and included 98 subjects of the general population of a school in Wisconsin.
Kampmann’s study was based on a 2005 study by Ryan Fitzgerald, Student and faculty
perceptions of the causes and solutions to truancy, which was developed with the same goals
and in the same structure.
The findings from these two studies aligned with one another nicely, having very
consistent findings on several points of the studies, including the four key reasons that students
give for missing school. Those reasons listed were parents that do not care about attendance,
problems with school staff, and behavior problems. The studies also both found that students
generally skip school with friends from the same school, and that the students who skip school
have little connection to their school. Both studies also found similarities in some interventions
the respondents thought could encourage students to attend school, listing truancy court, parent
notification, juvenile probation/supervision, and a truancy citation as the reasons. (Fitzgerald,
Kampmann, 2007).
Summary
Research shows that truancy is happening, it is detrimental to students and society, and can
be traced back to certain situations and environments, such as single parent families or
individuals of low socio-economic status. So whose fault is truancy?
21
This research seeks to answer this question by starting with a much smaller question, which
looks for the students perception on this truancy; in their opinion, whose fault is their truancy?
This will allow a look into the mind of this truant bunch of students, as well as starting the
conversation about how we can convince these students to come to school. By utilizing Choice
Theory, this research will allow for more close examination of the underlying perceptions on
reasons and causes for truancy.
22
Chapter III: Methodology
Introduction
Many large cities report staggeringly high rates of truancy. Truancy is an early indicator
that a student is headed for trouble, leading to behaviors such as high school dropout, juvenile
delinquency and eventual adult criminality. Research suggests that there are several factors that
contribute to truancy, such as school refusal behavior, low socioeconomic status, and anxiety.
School districts have various methods of tracking and calculating truancy, and therefore it is
draw conclusions on the specific reasons for truancy. If we are to work towards preventing
truancy in schools, we need to be able to address the reasons that students are truant as a first
step. Specific to grades 10-12, this study strives to determine if students perceive the reasons
that they are truant are internal (based on a personal factor) or external (caused by another person
or situation) based on their responses to survey questions.
Research Design
For the research, individual students were interviewed, specifically those who have
demonstrated truant behavior in the past year. The individuals included in this study were
students who exhibited truant behavior in this school year at a Western Wisconsin high school.
The procedure used to select students was simply those who had missed enough school,
unexcused, to be labeled truant by the school attendance policy- 6 or more unexcused absences
this semester.
The school district which the researcher is employed has a built in homeroom period that
students were allowed to leave to discuss the topic of truancy with the researcher. The time
allowed for this research was two weeks. Keeping in mind the researcher is dealing with a
student population that does not come to school all the time- hence, this took a bit longer than
23
planned. The interview design was developed to be back and forth, conversational, rather than
sequential. The interview questions consisted of some main components, though, in this
approximate order. The researcher focused on the big picture, rather than getting caught up in
details and worrying about asking a specific question, or answering a specific question. The
researcher went into the task hoping the responses would provide enough information to draw
some conclusions and make some recommendations.
Population and Sample
Some generic demographic material was first collected, including the age and gender of the
students, as well as their current grade. The study included six females, ranging in age from 15
to 18. It also included four males, aging from 16 to 18. Students involved in this research were in
grades 10, 11 and 12. All were currently enrolled at a rural high school, located in western
Wisconsin town with approximately 7,000 residents, with a total high school student population
of around 800. The students were selected based on attendance records, and were only
interviewed if they returned the necessary forms for parental permission and IRB.
Instrumentation
For this research, a survey that was used in a pilot study for a previous study on truancy was
modified. Questions were developed with an adolescent in mind, keeping the questions easy to
answer with a short reply, yet open ended to invite conversation. Data was collected by note
taking during interview and discussion, then comparing and compiling responses in an attempt to
identify themes. Common themes were then identified, so the information could be
communicated to others.
24
A series of questions was developed to guide the interviews and approved by IRB. The
questions served as a guide to keep on track and provide guidance and direction if the
questioning stalled. The three main questions are outlined below. Obviously, because of the
nature of this interview, the researcher adapted and modified these questions for each individual,
but overall, this was the format that was followed.
The research design for this study was qualitative, and a survey methodology was used to
gather data regarding high school students’ perspectives on reasons for truancy. Specifically, the
design was to uncover, through inductive inquiry, whether the students perceive that the
underlying reasons for truancy are internal or external. I attempted to do this by seeking to better
understand the situations which have led to truant behavior. The independent variables were the
respondents’ perceptions on the reasons that they have missed school without an acceptable
excuse. The dependent variable was the cause of the absence as being either an internal or
external excuse.
A questionnaire was administered to these students to gather data regarding the
respondents’ perceptions of the reasons for their unexcused absence(s) from school. The
questionnaire had three sections. (Appendix A) The first section asks students about the number
of days that a student missed, unexcused, so far this semester. This question is intended to start
getting a sense of the students’ perspective on truancy, as the researcher will be able to compare
the true number listed in our school attendance system to the number that they tell me, hence
gaining perspective on their view of truancy.
The second section asks students to determine, for the reasons that they selected as
having been absent, if the absence was due to an internal or external reason. (i.e. was the absence
their fault or caused by someone else?) This questions is looking to place blame, and can be
25
interesting and valuable when the responses are evaluated under the Choice Theory.
The third section would seek to gather information on the specific reasons that students
were not in school. Under the context of Choice Theory, this question examines topics like “Is
school fun?” and “Were you doing something that was more fun than being in school?” “What is
it about school that you don’t like?” These types of questions are hopefully going to provide
insight into the connections to Glaser’s Choice Theory, by relating truancy topics to the main
concepts of the theory. By looking at students’ lack of attendance to survival, power, freedom,
fun and belonging, parallels can be drawn to Choice Theory, allowing a new perspective for
further evaluation.
Data Collection
Data was collected by taking brief notes as the face to face conversations happen, then
recording immediately following the interview. These scribes were then compiled to compare
for similarities in responses.
1. How many times have you been absent, unexcused, this semester?
(This information is already known due to the computer attendance system, so this is to
gain information on their perception of truancy)
“I’ve noticed that you have been absent a lot lately.”
“I like having you in class but I could not help but noticed you have missed a lot
of school lately, etc.”
“I see that your attendance has dropped off since last year. What’s going on?”
“Tell me about your year. I see you on the unexcused absence list a lot this
26
semester. What’s the deal?”
2. Think about the last time you were absent. What was the main reason that you did not
come to school?
“Was what you ended up doing way better than what was happening here at
school”
“What about school makes you not want to come”
“Was it worth missing after you realized how far behind you got in classes”
3. Is your reason your fault or someone else’s fault? (If not already made clear in earlier
questioning) (Also who is the person whose fault it is? Ex. Bullying, a teacher, mom,
sibling, bus driver, etc.)
4. Would you say that this is the most common reason for your absence?
What, if there are any, other reasons for missing school unexcused this semester?
Obviously as the interview progressed, the researcher determined which of the above
questions/probes were utilized, modifying the interview as necessary to glean responses from the
students.
Data Analysis
The responses to the student interview statements and questions were compared and
evaluated. The researcher then worked to read and determine, within the framework of the
27
Choice Theory-base, if the students’ perceptions on the reasons for their truancy were internal
(blame themselves for their absence) or external (blaming another for their absence).
28
Chapter IV: Results
Introduction
The purpose of this research was to study the kinds of excuses that high school students
provide for their truancy. More specifically, it studied the extent to which they attribute their
truancy to their own mistakes, and the degree to which they blame on an external source.
Specific to high school students, this study served to examine and identify some contributing
factors to the continuation of absence, and consider the extent of their truancy as part of a
pattern, and also to examine the underlying causes of the truancy in relation to the needs which
William Glaser outlines in his Choice theory, specifically survival, power, freedom, fun and
belonging.
The Sample
For the research, the sample included students who are in grades 10-12 in a high school in
Western Wisconsin. These students had attendance records that are borderline or full-fledged
truant, according to District policy. They are all students whom the researcher had previously
had in class or currently has in class this term. From these students, the researcher received
participation forms and consent to participate, and for those under age 18 parental permission
was collected prior to conducting the survey. IRB approval was also sought and received prior to
beginning research.
29
Table A:
Self-Reported Student Demographics
Student ID
Age Grade Gender
A 17 12 Female
B 17 11 Male
C 16 11 Male
D 17 11 Female
E 15 10 Female
F 18 12 Female
G 18 12 Male
H 18 12 Male
I 18 12 Female
J 18 12 Female
30
Initial Student Perceptions on Truancy
To begin the interview process with these students, the researcher briefly explained the
study, explaining that it was looking at truancy and some ways that students with lacking
attendance could get assistance. It was explained to the students that there were no wrong
answers and that the researcher was not going to lecture or scold them, rather they just wanted to
try to understand truancy a little more. The researcher began with statements that addressed that
fact that their teachers missed seeing the students in class, or that the researcher had noticed on
the attendance program or had noticed on the attendance program that they had missed quite a bit
of school. The researcher kept the tone conversational and friendly throughout the interview.
For the introduction, the researcher talked with students about the research, but was careful
not to provide too many details or specifics about the research as to provide an idea of what
specific outcomes the researcher was looking for. The researcher started by asking the students
to specifically try to recall details on their most recent absence. What the researcher was looking
for was the number of times they had been absent this term, and what the main reason was for
the last time a specific student was gone.
31
Table B:
Students Perception of Number of Days Missed versus Actual Number of Days Missed
Student Students Perceived Number of Absences this Semester
Number of Unexcused Absences this Semester
A 10 13
B 12 16
C 15 26
D 10 18
E 10 14
F 12 16
G 10 11
H 19 19
I 10 11
J 12 15
32
In reply to the initial research question, regarding the students’ perceived number of
absences this term, every student replied that they were gone fewer times than they actually
were, except for one. The one student that knew the exact number of their unexcused absences
claimed he knew the exact number, simply because he had been called to the office over his
attendance record the day prior. But for 9 of the 10 students, their perception was that they had
missed less school than they actually had.
Summarizing the Interviews
The researcher sought to answer the remaining two questions developed for this research.
The first was asking students to determine, for the reasons that they selected as having been
absent, if the absence was due to an internal or external reason. (i.e. was the absence their fault or
caused by someone else?) This question was designed to ask the students to place blame on
someone for their behavior. The third section sought to gather information on the specific
reasons that students were not in school.
The first respondent, a female in 12th grade, stated that the reason she was most recently
gone was that she just did not feel like going to school, and that it was indeed nobody’s fault but
her own. When asked if this was the most common reason for her unexcused absences from
school, she said yes. Specifically, when pressed about the reason that she did not want to come
to school, she said that she didn’t feel like there was anything going on at school that she was
missing, and that she would rather be at home. When asked what it was that she was doing at
home, that was so much better than going to school, she said she could just be herself and do
what she wanted. “Nothing specific”.
The next student, a male in his junior year, responded that he just didn’t want to come to
school, and that his parents allowed him to skip the day. He admitted that the absence was his
33
fault, but stated that this was not the most common reason for absence, that he usually had a
“real” reason to be gone. When asked what the reasons more likely were, he said “Just stuff I
actually want to do. Not be at school.”
The third individual interviewed was a 16 year old male who could not remember the last
specific time he was absent, but was sure that whenever it was, he “just didn’t want to come to
school”. He too admitted that the absence was his fault, but said this reason was not his most
common for missing school. “Usually I have an appointment or something.” When pressed
about what specifically he wanted to do that was better than coming to school, he said “Oh, just
something more fun. Playing video games or sleeping.”
The fourth student interviewed for this research claimed that their most recent excuse for
missing school was because she was sick. When asked whose fault it was, this female student in
her junior year said “Nobody’s fault”. She said that yes, this was the most common reason for
her absence from school, at least so far this school year. When asked if there was ever any other
reason that she missed, she said “Yeah, some other reasons, but usually I just don’t feel good, or
feel good enough to come to school.”
The fifth student was a tenth grade girl, who explained that the last time she was gone from
school she was at a doctor’s appointment. When asked whose fault it was, she said that it was
both hers and the doctor’s. She did not think this was the most common reason for her absences
this semester, stating that she hasn’t been gone that much. When asked about what was the most
common reason, she said she usually had stuff going on, or was needed at home to help watch
her sister. She also would often work late and then sleep in past the time she would have had to
get up to catch a ride to school. When asked about her job and watching her sister, the
researcher got the impression that these activities were more important to her than school. When
34
asked if she liked her job more than school and she said yes, she would rather be there. So the
researcher got the impression that from these places and activities she felt more of a sense of
belonging than at school.
The next interview was with an 18 year old senior female student who stated that she was
having surgery on the date of her last absence from school. When inquired about whose fault it
was, she replied that it was nobody’s fault. And as far as this reason being the most common,
she that for the current school year it was, and that she had had many medical issues this year
and specifically this semester that had prevented her from being at school, and that until the
doctors figured out what the problems were it was nobody’s fault. She seemed to legitimately
believe that this was nobody’s fault, even though with a doctor’s note the absences would not be
considered truancy at all. So there must have been something else going on, but under normal
questioning nothing further came to light.
The seventh interview conducted was with an 18 year old senior male, who claimed that his
most recent absence was from being on vacation, and that it was indeed his fault because he
wanted to be on vacation. Was this the most common reason for absence this term? No, he
replied that illness had been the excuse for most of his missed days of school. He said that
usually those absences were his fault too, and if he was not feeling good he didn’t have to come
to school. “I don’t get what the big deal is; I get my work made up. Everyone’s always on my
case.” I couldn’t help but feel that the underlying reason was a power struggle between him not
wanting to be at school and adults trying to make him attend.
The eighth student interviewed was an 18 year old male. He told me that the last time he
was not at school, unexcused, that his reason was that he did not feel good. He did say that it was
indeed his fault, and that this reason was the most common reason this school year. When asked
35
about what he did when he was at home, he said if he wasn’t feeling great he’d watch TV and
play video games, and a lot of times he didn’t sleep good or couldn’t fall asleep until really late,
so he wouldn’t feel good in the morning.
The next student, an 18 year old female, stated that a doctor’s appointment was the reason
for her most recent absence from school, and that it was indeed her fault and nobody else’s. She
stated that this reason was the most common reason for missing school this semester, but that
other years she’d skipped because she didn’t like school and was bored there. “But this year I’m
really legitimately sick, and the doctors can’t figure out what’s up.”
The final student interviewed was an 18 year old female. She stated that she was sick,
which was the reason for her most recent absence from school. Whose fault was this absence?
“Not mine, my mom called me in sick.” When asked what the most common reason for absence
is this semester, she responded that it’s because she has been home sick. When asked what she
normally did when she was home sick, if she went to the doctor or slept. She said she usually
hung out with her mom, who worked nights and was home sleeping and watching TV during the
day, and would read or go on the Internet. The researcher asked if she preferred that to school
and she said yes.
The researcher feared that the students would clam up or get sensitive about discussing
truancy, but after starting the discussion, they all more or less seemed eager to talk, eager for
some one-on-one time with a teacher, and eager to talk about their life and their truancy. It was a
good overall start, and the immediate reaction to one-on-one time with an adult and having an
honest conversation about truancy is an interesting topic to further investigate.
Investigating Using Choice Theory
To analyze the material being investigated in this study, each of the three main research
36
questions was examined in the context of the Choice Theory. Is the reason for missing related to
seeking to better need the specific needs outlined in William Glaser’s Choice Theory,
specifically survival, power, freedom, fun and belonging? The responses are in the tables below,
based upon the conversations held during the interviews and the responses of students to the
specific questions on the reasons they missed school.
Table C:
Choice Theory Needs as Reasons for Missing School
Student Survival Power Freedom Fun Belonging
A X X
B X
C X
D X
E X X
F X
G X
H X
I X X
J X X X
Student Perceptions on Reasons for Absence from School
The purpose of this research was to study the kinds of excuses that high school students
provide for their truancy. More specifically, it studied the extent to which they attribute their
37
truancy to their own mistakes, and the degree to which they blame on an external source. This
first question served to get a feel for the placement of the blame of the truancy, to gather insight
as to whether the student feels that it was their fault or the fault of another person that they did
not attend school on a particular day.
The responses from the students were put into the five categories according to Glaser’s
Choice Theory, and the following reasons were listed to describe the students’ motivations for
missing school. (Excuses for missing school could fall into more than one category, where
appropriate).
Survival, counted as being needed at home to provide care for siblings or parents,
working to make money necessary for family survival, and going to the doctor for an illness that
they would consider to be requiring a doctor’s appointment. The research ended up pinpointing 5
students whose responses fell into this category. Survival is the basic need, according to Choice
Theory, and if this basic need is not met, then the individual will not strive to meet any other
needs.
Power was the next need examined under the scope of Choice Theory. Specifically, the
researcher was searching for situations where students felt that when they were in school, their
power was taken away and they were simply a pawn, rather than being in charge of their own life
and decisions. There were three specific responses which the researcher considered to be
students seeking power and not having that need met while in school.
The next need used as a guide to examine the responses of students was that of freedom,
and I met with two students who showed specific signs and made comments about not having
freedom at school and wanting more freedom. These students, in one way or another, explained
that they chose to do something other than school because they had more choice in their personal
38
activities in some circumstance other than school.
Fun was the next topic that was focused on in the questioning. Do students think school
is fun? If their needs and desires for fun are not being met at school, are they seeking to meet
those needs elsewhere? There were 4 specific responses from students that gave the researcher
the impression that they were looking for fun outside of the school day, and for that reason were
finding other ways to fill their days. Of these, a few stated this directly, and others simply
implied that school was not as fun as staying home, watching TV, playing a video game or
sleeping.
The final need examined was that of belonging. Only one student distinctly indicated
that she felt more of a sense of belonging somewhere other than school. This is an area that
could be more closely examined in further research, as it brought up some interesting topics with
students.
Reasons for Truancy: Internal or External?
The next part of the interview dug deeper into the specific reasons that students are
absent or truant. The researcher asked a question that prompted students to think about the last
time they were absent, and tell me if they thought the absence was their fault, or someone else’s
fault. The main question the researcher was looking to have answered was does the student view
the reason for their absence as their fault (internal) or someone else’s fault (external). The chart
below shows the responses from the students interviewed.
39
Table D
Perception on truancy being internal or external.
Student Internal (My Fault) External (Someone Else’s
Fault)
Other (Nobody’s Fault)
A X
B X
C X
D X
E X X
F X
G X
H X
I X
Student Perceptions on Absence: Whose Fault is it?
Finally, the nature of the reasons for absence from school was addressed, in an attempt to
place the blame of that absence either on the student or on another outside force. This was an
interesting set of questions, as it provided more insight about the urgency students feel to make
excuses and place blame for their absence from school on a particular day, and also where they
place blame for their absence. Six students, of the 10 interviewed, thought that they alone were
responsible for their absence from school. They admitted that the reasons that they were not in
school were the fault of nobody but themselves. The remaining four students blamed another
source for their truancy, or stated that it was “nobody’s fault.”
40
Chapter V: Summary, Conclusions, and Recommendations
Introduction
Some generic demographic material was first collected, including the age and gender of the
students, as well as their current grade. The study included six females, ranging in age from 15
to 18. It also included four males, aging from 16 to 18. Students involved in this research were in
grades 10, 11 and 12. All were currently enrolled at a rural high school, located in western
Wisconsin town with approximately 7,000 residents, with a total high school student population
of around 800. The students were selected based on attendance records, and were only
interviewed if they returned the necessary forms for parental permission and IRB.
Summary
Data was collected by note taking, as the face to face conversations happened, then recording
everything the researcher could recall, immediately following the interview. These scribes were
then typed up and utilized in comparison and analysis.
The responses to the student interview statements and questions, upon compilation, were
compared and evaluated, within the framework of William Glaser’s Choice Theory, to determine
if the students perception on the reasons for their truancy are internal or external, and tried to
uncover what unmet needs students were trying to meet by being somewhere other than the
school setting.
The purpose of this study was to uncover high school students perceptions on their reasons
for truancy, specifically whether the cause of this truancy was internal (caused by the student
themselves) or external (caused by some other, outside force).
More specifically, this study involved interviewing 10 different high school students, all of
whom were considered borderline truant or full-fledged truant, according to district policy,
41
about their reasons for missing school. In an individual interview style format, students
responded to questions and statements such as “I’ve noticed that you have been absent a lot
lately” and “I see that your attendance has dropped off since last year. What’s going on?”
Then the interview questions attempted to prod deeper into the logic and reasoning behind
the reasons that a student was missing school. “Was what you ended up doing way better than
what was happening here at school” and “What about school makes you not want to come”.
Finally, the questioning circled back to the truancy issue and the individual who is responsible
for this absence. Some questions such as “What, if there are any, other reasons for missing
school unexcused this semester?” and “Are those reasons your fault or someone else’s fault?” try
to gain some insight on the students perception on the cause of the tardiness.
Questioning in the interview sought to gather data regarding the respondents’ perceptions
of the reasons for their unexcused absence(s) from school, so that they could be closely
examined by the researcher using Choice Theory to support and analyze the results.
1. The first question acted as an icebreaker and introduction, and addressed the fact that
the student had indeed missed a lot of school recently. These questions also helped
gauge the students’ perception on the number of days they had missed school,
specifically if they thought they had missed more or less days than they actually had.
This was the beginning of understanding the students’ perception on truancy.
2. The second set of questions addressed the reasons behind the absences, and to
determine what was the most common reason for absence this semester.
3. The third series of questions sought to answer the question of blame- whose fault was it
that they missed school? This question allowed for better understanding on whether the
42
student perceived the reason for missing school as their fault or someone else’s fault.
This study was conducted on ten high school students, grades 10-12, six female and 4
male. These students had all recently begun to miss more school and were either considered
truant per the school district policy, or were bordering on becoming truant.
The basic design of this study was an individual interview format. About 18 students were
targeted based on attendance records. The researcher contacted them and sent home the
documentation necessary to complete the interviews. 10 of these forms were returned completed,
so those were the students with whom the interviews were conducted.
Discussion
To review and discuss the first research question, the interview began with statements that
addressed that fact that that the student had missed quite a bit of school. The researcher tried to
keep the tone conversational and interested, friendly and concerned. Questions inquired about
the number of days they missed, in their opinion, and then compared that number to the
attendance record. All students except for one estimated that they had missed fewer days than
they actually had. Some were surprised by this, and others were argumentative, a few had no
reaction. During this early stage in the interview process, general demographics were gathered
on the student, including age, grade, gender, and their estimated number of absences, unexcused,
this term.
For the second research question, the interview attempted to delve deeper into the reasons
that students are absent or truant. The participants were then asked a question that prompted
them to think about the last time they were absent, and the main reason that they did not come to
school. The participants were then asked if this reason was the most common reason for their
43
unexcused absences this semester. Six students replied that yes, their most recent absence was
the same reason that they had missed school the majority of times this semester, but four said
that their most recent absence was for a reason other than their most common reason for missing
school.
The third series of questions tried to uncover whether the student perceived the reason
for missing school as their fault or someone else’s fault. The researcher recognized that they
would potentially- most likely- have a delusional view on the reasons for their truant behavior,
and therefore attempted to investigate from a different angle, and rather seek the students’
perception of their truancy. This proved to be interesting, as most students- six out of ten-
admitted that it was indeed their fault that they had missed school unexcused.
Conclusion
The purpose of this research was to study the kinds of excuses that high school students
provide for their truancy. More specifically, it studied the extent to which they attributed their
truancy to their own mistakes, and the degree to which they blame on an external source.
Specific to high school students, who are in the early stages of becoming truant, this study served
to examine and identify some contributing factors to the continuation of absence, and consider
the extent of their truancy as part of a bigger problem, where they are seeking to meet the unmet
needs outlined in William Glaser’s Choice Theory (survival, belonging, power, freedom, and
fun).
Initially, the researcher was able to conclude that students who are truant are aware that
they are truant, and that there are reasons underlying the truancy. The results of the first
interview question indicated that students perceived themselves to be absent less than they
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actually are.
The second research question addressed the reasons or excuses for truancy. There were
all sorts of reasons and excuses, as anticipated. Students generally thought that the reason that
they had been gone most recently was the most common reason for their absence.
The third research question dealt with placing blame for truant behavior goes. “Was the
truancy your fault, or someone else’s fault?” A conclusion drawn from the interviews was that
the majority of respondents believed their absence to be their own fault.
Based on the research from the study, some concluding thoughts were developed on this
topic.
1. Truant students generally are aware of the fact that they are truant. The students were well
aware of the fact that they had missed more than an acceptable amount of school. However,
they did underestimate the actual number of absences that they had. This can offer some
insight to the fact that students are aware that they are missing school, though they tend to
underestimate the amount of days.
2. Secondly, the reasons that students give for missing school are varied, but many students
had one reason that accounted for more than one absence. The reasons for their absence
aligned with William Glasser’s Choice Theory. Missing school for reasons of survival, such
as providing for the family or offering childcare to a sibling, accounted for 5 absences.
Students seeking power somewhere outside of school accounted for 3 absences, in the
opinions of the student. The search for freedom accounted for 2 absences, unexcused. Four
students missed school because they claimed to be doing something more fun than attending
school, and finally, one student claimed to not feel a sense of belonging at school and was
therefore absent, unexcused.
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3. Finally, the majority of truant students are willing to admit that the absence is their own
fault. These students are choosing not to come to school.
Recommendations
Based on the research, some recommendations to guide further research and discussion on the
topic of high school students’ perception on truancy have been developed.
1. Further research be located and provided to truant and borderline truant students,
demonstrating the negative effects of truancy on students’ future prospects. If these truant
students are made more aware of the effect that truancy has on their grades, and
ultimately the consequences and long term detriment which truant behavior has on
individuals, perhaps they will make better choices in their decision to attend school on a
regular basis. Based upon the findings, further research to explore the perceptions that
these students have on the importance of attending school and education in their life is
needed.
2. Further research should be conducted to determine the number of excuses a specific
student provides for truancy during a given time period, in order to better track the
reasons behind the behavior. Perhaps by better understanding the reasons that students
perceive to be more important than school attendance, we can better address the lack of
attendance, and change the underlying perception on their truant behavior patterns.
3. Because students are willing to admit that the truancy is their own fault, perhaps a
discussion should be started on the importance of attendance at school, or the possibility
of a reward system for attendance, or some other form of positive reinforcement for
attending school on a regular basis. Likewise, experimental programs could be
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developed to explore implementing consequences for truant behavior.
4. Finally, this study could be replicated but broken down into male and female groups, to
examine the different perceptions on truancy in differing gender populations.
47
References
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Appendix A: Correspondence
November 15, 2011
Hello,
This is a pass for ________________________________ to come to Mrs. Feuerhelm’s study
hall from homeroom. He/She is participating in a research study and will return to class with a
signed pass.
Thank you! Mrs Feuerhelm
Date:________________________________ Time ________________________ Back to Class
