Inconsistent Leglislation for Absent Students: What Canadian Education Acts Say and do not Say About Attendence

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dc.contributor.authorFord, Katelyn
dc.date.accessioned2025-09-02T18:02:55Z
dc.date.available2025-09-02T18:02:55Z
dc.date.issued2025-08
dc.description.abstractAttendance, defined by education acts and managed by school policies that record student-presence or -absence (Gentle-Genitty et al., 2015), is a consistent positive correlate of academic success and well-being. When a student develops a pattern of missed schooling, it is often referred to as chronic absenteeism (CA) (Chang & Romero, 2008). To successfully monitor and understand rates of chronic absenteeism across Canada, accurate attendance tracking is critical. Valid and reliable attendance data are required to identify patterns of absenteeism. Such evidence could be used by school staff, including school psychologists and policymakers, to develop targeted interventions to support student success (Chu et al., 2019; Keppens et al., 2019; Landell, 2021). In Canada, publicly available attendance data are limited (Birioukov, 2021). However, all provincial and territorial education acts are publicly accessible. These acts govern education and regulate school structures, roles, responsibilities, and student attendance. To better understand how attendance is addressed across Canada at a provincial and territorial level, this study conducted a qualitative inductive descriptive analysis of attendance sections in all provincial and territorial education acts. It aimed to describe key themes and assess national consistency. Results indicated significant variation in each province’s and territory’s approach to addressing attendance within their Education Act.
dc.identifier.urihttps://ec.msvu.ca/handle/10587/2349
dc.language.isoen
dc.publisherMount Saint Vincent University
dc.titleInconsistent Leglislation for Absent Students: What Canadian Education Acts Say and do not Say About Attendence
dc.typeThesis
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