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“Meeting with Parents“ was assessed by advisers/teachers as most effective prevention program. (57%) The procedural practice “Coordinate cases to the year level coordinator/guidance counselor” was highly practiced by teachers. The implemented/experienced intervention program: teachers “Home visitation” (100%) students “Parent teacher conference”. The implemented /experienced prevention program for teachers and students were “Meeting with parents” (100%) and (83%).

The attendance status of Grade 7 and Grade were 91% attendance, absenteeism, and 4.03% (Grade 7) and 7.88% (Grade 9) dropout rates. Moreover, effective preventions and interventions were assessed by advisers themselves and even students. Procedural preventions and interventions were rated up to what extent did the teachers follow and implement the procedures before and upon the dropping of students. These identified the existing prevention and intervention programs implemented by advisers and experienced by students. Community-level predictors have only recently received attention from researchers and are thus an area of research that requires further elaboration.Ībstract The study was designed to specifically determine the attendance level of Grade 7 and Grade 9 levels as pertain to the percentage of attendance, absentees, and drop out. Finally, community predictors are discussed. These factors also relate to the physical condition of the school. The discussion of school-level factors includes structural, cultural, and social conditions in the school. School-level predictors are discussed next. These factors have received increased attention in recent years but continue to be an area where more research is needed. Next, parent and family predictors are reviewed. This discussion reflects the most developed research base and broadly explains the individual characteristics that influence student attendance. First, research regarding student predictors of attendance is presented. The literature related to predictors of chronic absenteeism and truancy has been grouped into four broad categories in this review. Each of these variables has been shown to influence student attendance. As Kearney's (2008) comprehensive review of literature related to school absenteeism and school refusal behavior suggests absenteeism can be linked to physical conditions, psychiatric conditions, classification and proximal variables, contextual risk factors, as well as cross-cultural variables. These issues align with more recent reviews of literature regarding student absenteeism, truancy, and school avoidance behavior (Kearney, 2008). These 'hot spots' broadly include: school conditions home-based behavioral issues psychological issues family background school-based behavioral issues peer issues as well as lack of motivation or interest in school. Bimler and Kirkland (2001) indicated that there may be as many as 10 different 'hot spots' that can predict student absenteeism and truancy. Predictors of absenteeism and truancy can be found inside and outside of the school environment.

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