Research and policy dialogue surrounding absenteeism has predominately focused on the school when it comes to reducing student absences, with little focus on the classroom. Further, there has also been minimal attention paid to effects of absenteeism beyond achievement outcomes. To address both, we focused on the classroom and asked whether classrooms with typically higher rates of absenteeism were linked to students’ individual achievement, executive function, and social skills. We used a nationally representative dataset of children who started in kindergarten in 2010–2011 (N = 18,170) – when absenteeism is at its highest point not seen again until adolescence. Using school and student fixed effects, our findings revealed that as the percent of absent classmates increases, individual student performance worsens consistently across achievement and executive function domains. Evidence for links between classmate absenteeism and student performance in socio-behavioral domains was less conclusive. Finally, the findings were unique to different student groups.

在减少学生缺勤方面，围绕旷课的研究和政策对话主要集中在学校，很少关注课堂。此外，除了成就成果之外，对旷工影响的关注也很少。为了解决这两个问题，我们将重点放在课堂上，并询问通常缺勤率较高的课堂是否与学生的个人成就、执行功能和社交技能有关。我们使用了 2010-2011 年开始上幼儿园的儿童的全国代表性数据集（N = 18,170）——此时缺勤率达到最高点，直到青春期才再次出现。使用学校和学生固定效应，我们的研究结果表明，随着缺席同学的百分比增加，个别学生的成绩在成就和执行职能领域持续恶化。同学旷课与学生在社会行为领域的表现之间存在联系的证据尚无定论。最后，调查结果对于不同的学生群体来说是独一无二的。