Background

School attendance and school attendance problems are complex and significant indicators of child and adolescent health and development. The study of school attendance/problems has a rich history but one that has bifurcated into detached systemic and analytic approaches.

Objective

Integrative heuristic frameworks are pursued to enhance synergy regarding school attendance/problems via shared conceptual schemas, cohesive organization of key variables, fundamental evolutionary processes, assimilated measurement tools, and coordinated intercession strategies.

Method

Five major domains (and themes) of the school attendance/problems literature are presented to juxtapose systemic and analytic approaches in this area: core constructs (dimensional and categorical), influencing factors (distal and proximal), trajectories (continuous and discontinuous), measurement (evaluation and assessment), and intercession (intervention and treatment).

Results

Systemic and analytic approaches to each major domain of school attendance/problems contain key commonalities for integrative heuristic frameworks. These frameworks include symbiotic categorical-dimensional orientations defining core constructs, shared domain architectures and ecological levels linking distal and proximal influencing factors, developmental cascade pathways accounting for continuous and discontinuous trajectories, nuanced early warning systems and data mining algorithms blending evaluation and assessment, and multi-tiered systems of support incorporating broad interventions and specific treatments.

Conclusions

Only by encompassing all valid panoramic and immersive perspectives and best practices can researchers, educators, policymakers, families, and other stakeholders fully comprehend and address the complicated ecosystem of school attendance/problems. Such integration is also necessary to effectively draw all youth, and particularly marginalized youth, into the educational process.

中文翻译：

---

整合系统和分析方法解决学校出勤问题：研究和政策方向的协同框架

背景

学校出勤率和学校出勤率问题是儿童和青少年健康与发展的复杂而重要的指标。对学校出勤率/问题的研究已有很长的历史，但已分为独立的系统方法和分析方法。

目的

通过共享的概念图式，关键变量的内聚性组织，基本的进化过程，同化的测量工具和协调的代祷策略，寻求综合启发式框架来增强关于学校出勤/问题的协同作用。

方法

提出了学校出勤率/问题文献的五个主要领域（和主题），以并列该领域的系统和分析方法：核心结构（维度和类别），影响因素（远端和近端），轨迹（连续和不连续），测量（评估和评估）和调解（干预和治疗）。

结果

针对学校出勤率/问题的每个主要领域的系统和分析方法都包含了综合启发式框架的关键共性。这些框架包括定义核心构造的共生类别维度取向，共享将远端和近端影响因素联系在一起的共享域架构和生态水平，解释连续和不连续轨迹的发展级联路径，细化的预警系统和融合评估和评估的数据挖掘算法，以及多种支持广泛干预和特定治疗的分层支持系统。

结论

只有涵盖所有有效的全景和沉浸式视角和最佳实践，研究人员，教育工作者，政策制定者，家庭和其他利益相关者才能充分理解并解决复杂的上学/问题生态系统。这种融合对于有效地吸引所有青年，尤其是边缘化青年进入教育进程也是必要的。