Students, who are disaffected from school and/or do not attend school regularly are at risk of experiencing a lack of well-being. They mostly represent an enormous challenge for their social environment including teachers and parents. Our aim is to better understand the processes that lead to the students´ school-alienated behavior and create better environments that endorse participation in school, especially for disadvantaged students. From our perspective, imbalanced relations between child, family, school and community are predominant predictors for disaffection and absenteeism. Our paper centers on a student´s life space as a means of analysis (adapted from the field theory by Lewin). Based on this approach we consider human development as a set of nested systems. Interactions within this system play a crucial role in this model. Disaffection and absenteeism from school are not only detrimental for the school itself which the student is not willing to attend. However, schools have several options to increase the scholastic attendance rate. Hence, we will present a prevention-oriented concept that comprises a cascade of measures including school management of attendance and cooperative services.