Presenter(s)

• Samantha Mogilski, Doctoral Candidate, Fordham University, Graduate School of Education

Abstract

The present study applied phenomenological and constructivist-interpretive qualitative research methods to explore the lived experiences of school avoidant adolescents and the factors related to onset of chronic absenteeism in the context of post-pandemic in-person schooling. Virtual short-response survey data was collected from 351 chronically absent (i.e., full or partial absence from school for 10% or more of total school days) 8th through 12th grade students experiencing school avoidance during the 2022-2023 academic school year. All participants were enrolled in fully in-person learning programs administered by public (n=343) or private (n=8) schools across the United States. Results showed that students characterized typical experiences in school by themes of Fear and Distress and Isolation and Detachment. Moreover, students attributed absenteeism onset to contextual factors of COVID-19 and Online Learning, Secondary Schooling, and Mental Health Challenges. These findings contain implications for theory and intervention.