Abstract:

Problematic school attendance problems (SAP) constitute a growing international concern with implications for students’ mental health, educational participation, and long-term life opportunities. School absenteeism cannot be understood solely as an individual or pedagogical issue; rather, it must be approached as an issue of inclusive education, where accessibility, participation, and systemic responsibility are central. When students are unable to attend school, the consequences extend beyond current schooling to affect educational transitions and future participation in further education and working life.

The aim of this study is to explore how parents of students with extensive school attendance problems experience collaboration with schools and municipal support systems. Particular attention is given to how organizational structures, distribution of responsibility, and professional knowledge influence the possibility of establishing coherent and sustainable support over time.

The study is informed by Bronfenbrenner’s ecological systems theory, conceptualizing school attendance as embedded within interacting systems. From this perspective, students’ opportunities for participation are shaped through processes within the microsystem (home and school), the mesosystem (home–school collaboration), and broader organizational and societal contexts. Special attention is given to how shortcomings in coordination across systems may complicate transition processes and increase the risk of long-term marginalization.

The study employs a qualitative design based on eight semi-structured interviews with parents of students from preschool class through grade 9. Data are analyzed using inductive qualitative content analysis, focusing on recurring themes related to inclusion, systemic responsibility, trust, coordination, and continuity of support.

Preliminary findings indicate that parents frequently describe fragmented support structures, unclear allocation of responsibility, and insufficient collaboration between schools and student health services. These factors contribute to experiences of isolation and of “fighting the system”. At the same time, relational trust, structured coordination, and professionals with specific competence in school attendance problems emerge as protective factors. Parents particularly emphasize the importance of coherent transition support that follows the student over time and is not interrupted by organizational boundaries.

The study contributes to the international discussion on inclusive education systems by highlighting how school attendance problems may reflect systemic barriers rather than solely individual student difficulties. The findings underscore the need for sustainable municipal structures that integrate educational, social, and health-related support in order to strengthen school attendance as part of lifelong educational participation, successful school transitions, and democratic inclusion.

Keywords:

School attendance problems, Parents’ perspectives, Collaboration, Inclusive education, Systemic responsibility.