School Attendance Problems and Their Relationship with Social Problems and Skills: A Systematic Review and Meta-Analysis

Abstract

In the school environment, students repeatedly engage in social interactions that enhance their development of social competencies. School attendance problems (SAPs) may disrupt these experiences and are associated with difficulties in social functioning. The present study examined the relationship between SAPs and two distinct dimensions of social functioning: social problems (e.g., peer difficulties, social anxiety, and isolation) and social skills (e.g., interpersonal competence and prosocial behaviors), using systematic review and meta-analytic methods. In accordance with the PRISMA 2020 guidelines, 17 studies published until October 2024 were selected from those obtained in the Web of Science, Scopus, PsycINFO, Psicodoc, and ERIC databases. Meta-analytic findings revealed a small positive association between SAPs and social problems (r+ = .20), and a small negative association between SAPs and social skills (r+ = –.21). However, this effect was not supported by the robust variance estimation analyses and should therefore be interpreted cautiously. Substantial heterogeneity was observed across studies. These findings suggest that the social dimension should be considered when designing assessment and intervention programs for children and adolescents experiencing attendance difficulties.