To Study the Association Between Social-Emotional Development and Attendance

Abstract

This study investigated the potential link between social-emotional development (SED) and school attendance in elementary school students. Researchers explored this question using self-reported data from 101 participants. Students’ SED was measured using the Social-Emotional and Character Development Scale (SECDS), while attendance data relied on their own reports. The study hypothesized that students with stronger social-emotional skills, such as prosocial behavior, honesty, self-development, self-control, respect at school, and respect at home, would demonstrate higher attendance rates. However, the results challenged this assumption. No significant correlations were found between any of the six SED dimensions and school attendance. These findings suggest a more nuanced relationship between social-emotional development and school attendance. While past research emphasizes the detrimental effects of absenteeism, this study highlights the possibility that other factors beyond attendance may play a significant role in fostering a child’s social-emotional well-being.  Further research is needed to untangle these complexities and identify how schools can best support both consistent attendance and healthy social-emotional growth in their students.