School absenteeism is a major issue in education systems worldwide, affecting students’ learning and future opportunities. A recent study by Professor Christine Sälzer from the University of Stuttgart, Professor Heinrich Ricking from the University of Leipzig, and Professor Michael Feldhaus from the University of Oldenburg highlights how keeping better track of student attendance can help reduce absenteeism. Their review article, published in Education Sciences, emphasizes the need for a reliable system to monitor attendance so schools can step in early when students start missing class.
“Keeping consistent and accurate records of student attendance is crucial for reducing absenteeism and keeping students engaged,” said Professor Sälzer. “It is the foundation for all further interventions, essentially a basic form of prevention.” They found that schools without a structured way to monitor attendance struggle to tackle absenteeism effectively. This can have serious long-term consequences for students, including lower grades and a higher risk of dropping out. By tracking attendance regularly, schools can identify students who need help early and take action to keep them in school.
The study takes a close look at how Germany handles attendance monitoring and finds that the system is inconsistent across its 16 states. Unlike other countries that use digital tools to track attendance, Germany does not have a unified system, meaning each state follows different rules. This lack of coordination makes it difficult to measure absenteeism accurately, as many schools still rely on handwritten records instead of digital tracking. The researchers argue that without a standardized way of collecting and reporting attendance data, it is much harder for policymakers—officials who make decisions about education—and educators to design effective solutions.
Comparing Germany’s approach to other countries, the study highlights examples of effective attendance monitoring. In the Netherlands, for example, schools must report absences to a central database, a system where attendance records are stored, within three days. This allows officials to take quick action and identify students who may be at risk of falling behind. “Without a nationwide approach to tracking attendance, efforts to reduce absenteeism will not be as effective,” Professor Sälzer noted.
Professor Sälzer’s study also shows how better attendance monitoring can help improve students’ overall learning experiences. Schools that closely track attendance can better understand why students are missing class—whether it’s due to financial difficulties, mental health struggles, or other challenges. With this information, they can provide the right support, such as counseling, which helps students with emotional and academic issues; tutoring, which provides extra lessons to help students catch up; or working with parents to find solutions. This helps create a school environment where students feel supported and motivated to attend regularly.
Although this study focuses on Germany, its findings are relevant to schools around the world. Countries looking to reduce absenteeism should consider using digital tools, such as online attendance tracking software, and national attendance databases to improve monitoring. Professor Sälzer and colleagues emphasize that monitoring should not be about punishing students but rather about creating a system that helps identify problems early and provides the necessary support.
As schools continue to evolve, making sure every student receives the help they need to attend regularly should be a top priority. By using data-driven strategies, which rely on facts and statistics to guide decisions, and building strong attendance monitoring systems, schools can take important steps to reduce absenteeism and improve student success.
Journal Reference
Sälzer C., Ricking H., Feldhaus M. “Addressing School Absenteeism Through Monitoring: A Review of Evidence-Based Educational Policies and Practices.” Education Sciences, 2024. DOI: https://doi.org/10.3390/educsci14121365
About the Authors
Prof. Dr. Christine Sälzer has been a Professor of Education at the University of Stuttgart since May 2018. She studied education, psychology, and sociology in Braunschweig, Bern, and Fribourg, where she earned her Ph.D. in 2010 with a dissertation on school absenteeism. Between 2010 and 2017, she served as the national project manager for the PISA study in Germany at the Technical University of Munich’s Center for International Educational Research. Her research interests include large-scale assessments, school effectiveness, and absenteeism.
Prof. Dr. Heinrich Ricking has been a Professor at the Institute for Special Education at the University of Leipzig since June 2022, focusing on emotional and social development in special education and inclusive contexts. Prior to this, he gained extensive experience as a special education teacher at the Albert-Schweitzer School in Cloppenburg and as a university lecturer at the University of Oldenburg. His research centers on improving the quality of formal education for children and adolescents in at-risk situations and promoting school participation. In his teaching, Prof. Ricking emphasizes training theoretically grounded professionals with broad practical competencies and a professional attitude.
Prof. Dr. Michael Feldhaus is a distinguished microsociologist at the University of Oldenburg. He earned his Ph.D. in Sociology in 2003 and later coordinated the German Research Foundation’s (DFG) Priority Program “Beziehungs- und Familienpanel in Deutschland” (pairfam). From 2010 to 2014, he was a research assistant at the University of Bremen before becoming a professor at Oldenburg in 2014. His research focuses on life course sociology, decision-making, and family dynamics.
