This study assessed if the association between mental disorders and higher student absences varies across different profiles of risk factors, and estimated the proportion of student absences associated with mental disorders. Data included responses from a nationally representative Australian survey of child and adolescent mental health (Young Minds Matter, N = 5,081). A latent class analysis identified four classes of multiple risk exposure for students and their families, including On Track (55%), Low Resources (22%), Child Concerns (15%), and Overwhelmed (7%). Negative binomial regression models with adjustment for misclassification probabilities showed that absence rate ratios were higher among students classified as Low Resources (1.8 times), Child Concerns (1.7 times), or Overwhelmed (3.0 times) than On Track students. Overall, students with an anxiety or depressive disorder had 1.2 times as many absences as students without a disorder, after adjusting for latent class membership. There was no support for the hypothesis that the association between anxiety/depressive disorder and absences would be greater for students experiencing multiple risk exposures. Behavioral disorders were not associated with higher absences. Mental disorders accounted for approximately 8.6% of absences among secondary students (Years 7–12) and 2.4% of absences among primary students (Years 1–6). The estimated contribution of mental disorders to school absences is not trivial; however, the contribution is about half that estimated by previous research. The educational impacts of mental disorders must be considered in conjunction with the broader social contexts related to both mental disorders and student absences.

这项研究评估了精神障碍与高中生缺勤之间的关联是否因风险因素的不同而有所不同，并估计了与精神障碍相关的学生缺勤比例。数据包括来自澳大利亚全国代表性的儿童和青少年心理健康调查的答复（Young Minds Matter，N = 5,081）。一项潜在的班级分析确定了学生及其家庭的四类多重风险暴露，包括“正常”（55％），“资源不足”（22％），“儿童关注”（15％）和“不堪重负”（7％）。带有错误分类概率调整的负二项式回归模型显示，分类为“资源不足”（1.8倍），“儿童关注”（1.7倍）或“不堪重负”（3.0倍）的学生的缺勤率要比“正常”学生高。总体而言，在调整了潜在的班级成员资格后，患有焦虑症或抑郁症的学生缺勤率是没有障碍的学生的1.2倍。没有证据支持以下假设：焦虑/抑郁障碍与缺勤之间的关联对于经历多重风险暴露的学生会更大。行为障碍与更高的缺勤率无关。精神障碍约占中学生缺勤的8.6％（7-12年级）和小学生缺勤的2.4％（1-6年级）。估计精神障碍对失学的贡献微不足道；但是，贡献约为先前研究估计的一半。必须将精神障碍的教育影响与与精神障碍和学生缺勤有关的更广泛的社会环境结合起来考虑。贡献约为先前研究估计的一半。必须将精神障碍的教育影响与与精神障碍和学生缺勤有关的更广泛的社会环境结合起来考虑。贡献约为先前研究估计的一半。必须将精神障碍的教育影响与与精神障碍和学生缺勤有关的更广泛的社会环境结合起来考虑。