In Their Own Voices: A Phenomenological Study of Chronic Absenteeism of First Nations Students in Alberta
No Thumbnail Available
Authors
Solland-Hurlbut, Wendy
Issue Date
2025
Type
Dissertation
Language
en
Keywords
attendance , absenteeism , First Nations , Alberta
Alternative Title
Abstract
The prevalence of chronic absenteeism—defined as missing 10% or more school days in an academic year—can significantly impact students' future well-being (Alberta Government, 2015). Chronic school absenteeism is particularly pronounced among First Nations students, potentially exacerbating unique challenges, such as historical and ongoing systemic inequities, cultural disconnection, socioeconomic difficulties, and inadequate support services (Allensworth et al., 2021; Gallagher-Mackay, 2023; Kearney, 2016). The purpose of this qualitative phenomenological study is to investigate the issue of chronic absenteeism among First Nations students in Alberta's K-12 schools and to identify the barriers to regular attendance. In this study, the contributing factors and long-term impacts of chronic absenteeism among First Nations students are explored. Hermeneutic phenomenology is used to describe and interpret the lived experiences of the participants in order to respond to the research questions. Within the phenomenological design, a six-stage thematic analysis process facilitates an in-depth exploration of the participants' lived experiences, providing insights into the long-term effects of chronic absenteeism on well-being. Grounded in social cognitive theory and the theory of planned behavior, the results of this study provide a theoretical framework to explore the behaviors and motivations related to school attendance, ultimately supporting the development of policies and programs that promote regular attendance and overall well-being for First Nations students in Alberta.
Description
Citation
Publisher
License
Attribution-NonCommercial-NoDerivs 3.0 United States
openAccess
openAccess