Predicting adolescent truancy: The importance of distinguishing between different aspects of instructional quality

Little is known about the association of classroom characteristics with adolescent truancy. A critical question is whether high achievement standards, high workload, and fast pace protect against or increase adolescent truancy. In this study, self-reports from 3491 Swiss grade 7, grade 8 and grade 9 students in 202 classes were used to predict truancy. Multilevel modeling was used to differentiate between the student and the class levels. High achievement standards were associated with a lower truancy rate at both the student and the class level, whereas fast instructional pace was associated with more truancy at both levels. A perception of the workload as being too low was an additional predictor of high truancy at both the student and the class level.

► Association of high achievement standards and a lower truancy rate at both levels. ► High instructional pace was associated with more truancy at both levels. ► Low student workload was an additional predictor of high truancy at both levels.