Research Topic and Aim

The study focuses on school absenteeism as an indicator of societal abandonment and the acceptance of inequality. It seeks to understand how and why absenteeism has become a central issue in schools and society, framing it as a response to the failures of social and educational systems to provide safe and equitable conditions for youth.

Methodology/Research Design The study uses a mixed-methods approach that allows for a deep, context-rich understanding of the issue through empirical case studies (based on three projects), while also grounding the findings in existing research through literature review. This approach enables us to present a comprehensive view of school absenteeism as both an individual and systemic issue. The research employs the theoretical frameworks Discourse Institutionalism (DI) and Political Discourse Theory (PDT), which help in analyzing and problematizing how discourses and practices surrounding youth, education, and absenteeism are constructed and maintained in society.

We outline four key arguments based on the analysis: 1. Societal Failure and Absenteeism: The study posits that problematic school absenteeism (PSA) is a direct consequence and symptom of society's failure to ensure safe, supportive environments for youth. This failure is embedded in a broader acceptance of social inequality, capitalist exploitation and school-system frailty; thus, it reflects a betrayal of young people who are left unsupported. 2. Absenteeism as a Logical Response: The research suggests that absenteeism is a logical consequence within a system where youth are under pressure from multiple sources, including: o Constant evaluations of school performance and judgements of character, prognosticating future failures and unemployment. o Social media, based on surveillance capitalism, which affects privacy and autonomy, creating stress and anxiety. o Marketized education systems, which prioritize competition and economic outcomes over individual well-being. o Worsening social inequality, which limits opportunities and increases barriers to success. 3. System-Protective Response: The societal response to absenteeism is described as "system-protective." This means that instead of addressing the root causes of absenteeism, society has chosen to medicalize, individualize, and stigmatize it, providing responses by “reductionist experts”. This approach treats absenteeism as a personal issue rather than a symptom of larger systemic problems. Schools and policymakers thus avoid addressing the underlying societal and pedagogical issues by focusing on individualized, psychological explanations. 4. Invisible Suffering and Stability of Systemic Failure: We argue that the youth affected by absenteeism suffer in silence. Their absence from school and society’s response, stigmatizing the problem makes these young people invisible. This invisibility allows the systemic failures causing absenteeism to persist unchallenged, as there is no broad demand for change. Consequently, the cycle of failure remains stable, reinforcing societal neglect of youth.

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