Truancy continues to be a challenge in Trinidad and Tobago and globally. It commonly occurs among primary and secondary school students ages 14-17, though it lessens as students get older. Truancy can be caused by illness, family issues, peer influence, poor relationships with teachers or peers, bullying, uninteresting curriculums, and socioeconomic factors. The purpose of this study was to examine the factors contributing to truancy at a secondary school in central Trinidad by testing the social control theory related to academic performance, school environment, socioeconomic status, family, and community. The study aims to provide empirical evidence to help address the problem of truancy.

1. Factors Of Truancy
The prevalence of truancy continues to emerge at an unprecedented pace and is posing a challenge to the government of Trinidad and Tobago. Recent
research argues that this problem is not limited to Trinidad and Tobago but has been occurring globally, throughout the twentieth century. Truancy is an
ongoing problem that occurs in many schools and it is mainly committed by students from as early as, primary school and secondary school in the
lower forms. However, often truancy is practiced by girls between the ages of 14 – 15 and boys 16 –17 years but as they get older that behaviour
lessens (Bailey 2010). Students will be absent from school because of illness, family emergency, accidents, funeral and so forth. They are also absent
because of an appointment, good and bad...show more content...
This is reflected by students being influenced by their peers, having poor relationships with their peers, being bullied, and how the curriculum is
delivered to the students (Reid, 2005)
Statement of the problem
Truancy is an ongoing problem in the Trinidad and Tobago education system.
Purpose of the study
The intent of this study was to examine the factors of truancy in a secondary school in central Trinidad. The purpose of this study was to test the social
control theory that relates low performance, school environment, socioeconomic status, the family and the community to truancy of students from the
ages of 14 to 17 years. Truancy will be defined as an inexcusable absence from school or class.
Significance of the study:
In order to arrest and address the problem of truancy, parents, educators, administrators and other stakeholders need to make and implement informed
decisions. This study will contribute to the body of research on the issue and will provide empirical proof needed to develop effective, positive
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2. What Causes Truancy?
What Causes Truancy? The reason a student misses school will for different depending on the age and circumstances of each student. Sometimes a
student will skip school because they feel unsafe at school or on their way to or from school. Other students may miss school because of family issues,
financial demands, substance abuse, or mental health problems. Factors contributing to truancy commonly stem from three core areas: school, family
and community. Innate student characteristics and their experiences within all these areas will have a heavy impact on truancy rates.
Bad Influences
One of the common causes of truancy and disruptive behavior in children is the influence of friends and peers. Many times these peers are seen...show
more content...
For sure when a child gets married, gets pregnant and/or becomes a parent the risk of truancy increases. Often times the risky behaviors are further
instigated if the child develops or has already developed an alcohol or drug problem.
Family factors that contribute to truancy in students are innately personal in nature. Parentally condoned absence is especially influential, as it
reinforces the lack of consequences for irresponsible/unwanted behavior on the part of the child. Parental attitudes to education are crucial to schools
success in keeping children in school; often times a parent's condonation of truancy (albeit overt or tacit) is construed as the parent's not valuing
education. It is worth noting that many parents indiscriminately sanction an absence by sending a note or making a call. Schools should be able to
enlist the support of parents when it comes to tackling truancy. When a parent doesn't value education, wants their child to help them out at home or
believes their child has good reasons for staying away, the task is altogether more challenging. Many educators point to the prevalence of so–called
'tourist truants': like children who stay two weeks in the French Alps missing vital parts of their school curriculum. These kinds of trips give as
negative a message to a child as a note for a fortnight
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3. Truancy in America
ABSTRACT:
Truancy is the first sign that a youngster is giving up and losing his or her way. Research shows that students who become truant and eventually drop
out of school put themselves at a long–term disadvantage in becoming productive citizens. Dropouts are more likely to be on welfare or unemployed
than high school graduates. High truancy rates are also linked to high daytime burglary rates, vandalism, and juvenile gang activity. In some cities,
unexcused absences can number in the thousands daily. Combating truancy is a way for communities to reach out quickly to disaffected young people
and help families struggling with rebellious teenagers. This guide offers parents, school officials, law enforcement agencies, and...show more content...
Kinder, Wakefield and Wilkin (1996) report on interviews with 160 children in Year 7 and above. For the children, the main causes of truancy and
disruption are described (in rank order) as:
The influence of friends and peers, who are seen encouraging truancy as a status–seeking activity or as a way of joining in or blending in, and
sometimes teasing or goading the child into truanting
Relationships with teachers, seen as lacking respect/fairness
The content and delivery of the curriculum, seen as lacking in relevance and stimulus
Family factors, either parental attitudes or family problems
Bullying; and
The classroom context, either because of teachers' inability to control, or problems arising from the child's own personality or learning abilities.
The authors note the preponderance of boys in their sample, 'perhaps reflecting the gender bias of disaffected behavior', but their interviewees range
from the permanently excluded to those whose behavior or attendance was just beginning to cause the school concern.
The views of professionals in schools and Education Welfare Services collected and analyzed by Kinder, Harland, Wilkin and Wakefield (1995) also
include personal factors, family and community factors and school factors amongst the causes of truancy. Individual factors included: lack of
self–esteem/social skills/confidence; poor peer relations; lack of academic ability; special needs; and lack of

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