AN EXAMINATION OF THE CAUSES AND SOLUTIONS OF TRUANCY AMONG SECONDARY SCHOOL STUDENTS

BACKGROUND OF STUDY: Truancy is a growing concern that is being recognised as a developing and emerging issue, characterised by the deliberate act of students purposefully missing one or more classes. Truancy is a pervasive issue worldwide that is well recognised as a detrimental force that undermines educational programmes, causing various obstacles and impediments for secondary school pupils in their academic pursuits (Adeyemi, 2011; Animasahun, 2007). Truancy refers to a deliberate and premeditated violation of the legal requirement to attend compulsory schooling. It may also pertain to students who are enrolled in educational institutions but choose not to actively participate in their coursework. Truancy is commonly perceived as a form of irregular and noncompliant school attendance, and is also recognised as a delinquent and antisocial behaviour (Animasahun, 2009). Truancy is a significant issue within the realms of academia, social dynamics, and law enforcement. The issue of truancy among adolescent individuals poses a significant threat to the attainment of their educational goals (Siziya, Muula, & Rudatsikira, 2007).

In accordance with the findings of Kee (2001), truancy refers to a deliberate and premeditated act when students purposefully and systematically absent themselves from educational institutions without the consent of their parents or without valid justifications. According to Rothman (2001), truancy can be defined as the deliberate absence from school without proper authorization. In a similar vein, truancy is defined by Chukwuka (2013) as the act of being absent from school without a valid justification. According to Adekunle (2015), truancy refers to the intentional act of an individual being away from school without proper authorization, including leaving and evading specified class periods without permission. According to the findings of previous studies, truancy among students can be attributed to various factors.

Rohrman (1993) and Kinder et al. (1995) have identified child personality, family history, and community factors as significant contributors to truancy. According to the research conducted by Ubogu (2004), various variables contribute to truancy, including illness, age, financial crises, social class, geographical area, and institutional factors such as teachers' attitudes, inadequate administration, and the high expense of education. In their study on the factors contributing to truancy, Siziya, Muula, and Rudatsikira (2007) discovered that a significant number of pupils attend school on an empty stomach due to limited food availability in their impoverished households. As a result, individuals may occasionally miss lessons in order to prioritise self-care. In a research study conducted by Reid (2005) on the reasons, perspectives, and characteristics of school absence and truancy, it was shown that various factors, including peer group dynamics, teacher-student relationships, curriculum design, familial background, and experiences of abuse, contribute to the occurrence of truancy. Moreover, he posited that truancy bears resemblance to absenteeism; nonetheless, truancy specifically refers to unexcused absences from school or periods of absence without parental consent, often occurring unbeknownst to parents themselves. The educational system and learning environment are significant factors that can either enhance or hinder a student's academic achievement.

Smith (1996) posits that the school environment itself can exert a substantial influence on a student's propensity to engage in truancy. There are potentially several aspects within the school environment that contribute to the emergence of truant behaviour among pupils. Epstein and Sheldon (2002) provided an analysis of the factors contributing to truancy. They observed that truancy tends to be prevalent in educational institutions characterised by inadequate enforcement of truancy policies, ineffective communication between parents and school staff, uncooperative teachers, inflexible class assignments, and a lack of responsiveness to diverse student concerns. According to the findings of Msynard (2006), there exists a significant correlation between truancy and several factors such as diverse teaching and learning styles, teacher absenteeism, low teacher expectations, inadequate discipline, and ineffective communication between instructors and students. The elements that contribute to a child's engagement in truant behaviour include insufficient parental supervision, economic disadvantage, substance abuse, limited familial support, household conflicts, disrupted family structures, and responsibilities related to household care (Hopskins, Green, & Burns, 2011; Maduabuchi, 2013; Van Breda, 2014).

Similarly, factors such as students' completion of homework or assessment activities, physical and mental health issues, social ineptitude, lack of self-esteem, inadequate peer relationships, and subpar academic achievement have been identified as contributors to truancy (Raid, 2006; Maduabuchi, 2013; Gosain, 2013). According to Wall (2005), truancy can be attributed to various factors, including insufficient parental supervision or guidance, parental unemployment, parental substance abuse, parental lack of awareness regarding attendance policies, and conflicting parental perspectives on the importance of education. In a study conducted by Gosain (2013), it was shown that the primary variables contributing to truancy among adolescent pupils are the school and family contexts. According to Raju and Rao (2007), several relevant factors contribute to truancy, including socio-economic background, exposure to television and film, and ineffective child parenting practises. Moreover, it was asserted that the adoption of strict teacher dispositions, unfavourable educational methodologies such as mistreatment, harassment, monotonous and unstimulating instructional sessions, an unsupportive school milieu, deficient disciplinary measures, and a dearth of extracurricular engagements are contributing factors that foster the emergence of truancy within the student population.

In a study conducted by Siziya, Adamen, Mulla, and Rudatsirikira (2007), a number of factors were identified as contributing to truancy. These factors included lower academic performance, instances of bullying, insufficient access to food within the home environment, and inadequate parental monitoring. Truancy is associated with several adverse outcomes, such as the increased likelihood of engaging in criminal behaviours, experiencing social isolation, and facing academic setbacks, including suspension, dismissal, or dropping out (Huizinga et al., 2000; Huizinga, Loeber, & Thornberry,1994). Truancy hinders the process of acquiring knowledge and leads to subpar academic performance among children who are truant. Persistent non-attendance of school has been found to result in significant adverse outcomes for both truant children and the broader community, leading to societal disfigurement (Oluremi, 2013). In a study conducted by Mac Gillivary and Mann-Erickson (2006), it was discovered that there is a correlation between children who display truant behaviour and their involvement in daytime criminal activities. According to Baker and Jansen (2000), there is a correlation between truant children and decreased academic achievement. Conversely, Garry (2001) asserts that truancy is associated with engagement in criminal and delinquent behaviours. In a study conducted by Musa (2014), the effects of absenteeism and truancy on the academic performance of secondary school students were examined.

The findings indicated that truancy resulted in a range of negative outcomes, including a lack of commitment from students, lower academic achievement, subpar school performance, problematic interactions with teachers and parents, frequent class absences, increased likelihood of dropping out, potential threats to personal well-being and national progress, as well as a sense of insecurity and uncertainty regarding the future prospects of the students.