Research topic/aim: The voices of students who do not succeed in school are not often heard, especially not the voices of students with problematic absenteeism (Ekstrand,2015). Listening to different students’ voices helps teachers and school leaders understand that the diversity in school is important in order to organize a school that is as good and meaningful as possible for all students (Fielding, 2001). This paper is based on an ongoing study trying to find factors to promote students ‘ school attendance. Problematic absenteeism in compulsory school can be seen as a contributing factor to students in year nine not achieving the goals for being admitted to a national program at upper secondary school, which in turn can lead to exclusion in adulthood (Andersson, 2017). Based on the Swedish National Agency for Education's publication (Skolverket, 2010) and the Swedish Schools Inspectorate's report (Skolinspektionen, 2016), students' school absenteeism is increasing. Research (Kearney & Grazcyk, 2020; Ekstrand, 2015) also highlights what is called a long-term problematic school absenteeism has also increased all over the world. Indications from school authorities and research show that many students with ASD (autism spectrum disorder) (Carlberg & Granlund, 2019) and students with anxiety (Cabo Dannow et al., 2020; Ingul & Nordahl, 2013) are in the group of students with problematic school absenteeism. Further Ekstrand highlights that there is a lack of qualitative research from students' perspectives, both in terms of promoting attendance and reasons for absence. In order to find ways to promote all students ‘school attendance, it is necessary to understand what makes students want to be in school. There are many different reasons why students want to be in school just as there are many different reasons why they do not want to be there.  In this paper the focus therefore is on how to promote school attention. What do children and students in schools think is necessary to want to attend and learn in school. Research (Shochet et al., 2006) highlights the importance of that students have a feeling of belonging to school. When students feel that they belong to school, they also engage in their learning (Marinosson et al., 2014). Kearney and Graczic, (2014) put forward that to promote students school attention teaching has to be qualitative and the school leaders have to be aware of the importance of school culture and the organization has to be flexible.

The purpose of the paper is thus to highlight the students' voices about what they think will contribute to make them want to go to school. The students' voices are an important piece of the puzzle to know how schools can be organized to promote a high attendance, to make all students succeed and achieve their goals. The research questions are:

• What factors emerge as important for young people to want to come to school?
• How can the students' experiences contribute to the development of attendance promotion work in school?

Theoretical framework: The ecological systems theory (Bronfenbrenner, 1979) as well as theories of engagement (Appleton, Christensen & Furlong, 2008) are possible approaches. In seeking ways to increase engagement in schools and to understand how to promote school attendance it is pivotal to understand and develop the different systems around the student

Methods/methodology (up to 400 words) Semi structured interviews with students in grades F-9 (two students from each grade) were made. Students from eight different schools, Stallet Kungsgården (a stable, placed on the countryside) and the attendance team (placed outside of school) were invited to participate in interviews regarding what promotes school attendance and what can lead to school absenteeism. In the invitation, the students and their guardians received information about the study and about the opportunity to participate in the study through the students' mentors at the school. The selection was made by allowing the first two from each grade, the first two from Stallet Kungsgården and the first two from the attendance team who registered interest to their mentor, to participate. When the students registered their interest, they, and their guardians (in cases where the students were under 15 years old) gave their written consent to participate in the study. In all 20 interviews were made. To analyze the data, a content analysis will be used (Graneheim & Lundman, 2004). Since the voices of students with problematic absenteeism are not often heard, it is of great importance to give them voice. Although, there is a methodological difficulty to interview them. Students present in school want to be interviewed but the students that have difficulties being in school find it hard to participate also in interviews. Therefore, the interviews at Stallet Kungsgården and at the attendance team must be thoroughly planned. Besides the interviewer the students’ mentor will be present so the students feel secure. The interviewer is going to visit the students before the interviews start to be able to get to know the students and the settings, they are in.

Expected outcomes The main findings of the study so far, indicate that students express that the feeling of being safe (secure) at school, is an important factor for being able to come to school. There are also indications that teachers’ relational competence may improve students’ presence in school and thereby change failure into success for many students. Students in the study express that one of the most important things for them wanting to go to school is that they want to meet their friends. An overall outcome is that schools have difficulties in dealing with the diversity of students in mainstream classrooms. Since the relation between students’ school attendance and achievement is relevant, it could be of great importance for schools to listen to students’ voices to develop school practices.

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