Their Voices Matter: Student and Professional Perspectives on Overcoming School Attendance Problems in the Context of Social, Emotional and Behavioral Difficulties

Chiara Enderle^1,2*Louisa Kotschy¹Heinrich Ricking¹Susanne Kreitz-Sandberg³

• ¹Leipzig University, Leipzig, Germany
• ²Europa-Universität Flensburg, Flensburg, Germany
• ³Stockholm University, Stockholm, Sweden

School Attendance Problems (SAPs) are a growing concern globally, especially for students with social, emotional, and behavioral difficulties (SEBD), who face higher risks of school stress and disengagement. This qualitative case study explores effective supports in the prevention and intervention of SAPs related SEBD, drawing on the perspectives of students and school-based professionals in alternative and special education settings in Saxony, Germany. The aim was to identify commonalities and differences in student and professional perspectives on preventionfocused supports and interventions for SAPs across levels of support. Data were collected through focus group and individual interviews with students aged 15-16. Using qualitative content analysis, key support strategies and elements were extracted and mapped across the levels of the Multi-Dimensional Multi-Tiered System of Supports (MD-MTSS) framework. The findings show that trust-based relationships, coordinated school-based care, flexible learning pathways, and clear communication were central strategies identified by both groups. However, at the level of intensive interventions, notable differences emerged: professionals mentioned legal measures, while students expressed the need for emotionally responsive environments, reduced academic pressure, and active involvement in shaping their reintegration. The study underscores the importance of participatory, context-sensitive approaches that align learning and mental health supports to strengthen well-being and school attendance.