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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Beyond Medical Absence: Grade-Related and Year-To-Year Persistent Patterns of Parent-Reported

Yanming Ren¹, Mengyin Feng², Shuyi Jia¹

¹Faculty of Health and Wellness, City University of Macau, Macau, China.

The Journal of School Health

|July 13, 2026

Summary

Parent-reported psychological/functional absence in Chinese secondary schools is patterned and persistent. Identifying these absences can help schools offer timely support to students needing non-punitive interventions.

Keywords:

absenteeism attendance records mental health psychological/functional absence school health

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Area of Science:

Educational Psychology
Public Health
Adolescent Health

Background:

Psychological/functional absences are often hidden in general medical leave records.
This study investigates the patterns and persistence of parent-reported psychological/functional absence in Chinese secondary schools.

Purpose of the Study:

To determine if parent-reported psychological/functional absence is a patterned and persistent issue in Chinese secondary schools.
To identify factors associated with psychological/functional absence.

Main Methods:

Retrospective analysis of attendance records for 2183 students and 26,092 absence events across three academic years (2022-2025).
Parent-reported absence reasons were categorized, and logistic regression models were used to analyze associations with grade, sex, cohort, academic year, and month.
Student-year lagged models were employed to examine the recurrence of absences.

Main Results:

Psychological/functional absence constituted 19.8% (5179 events) of all absences.
Grade 11 students exhibited higher odds of psychological/functional absence compared to Grade 8 students (OR = 2.62).
Previous year's psychological/functional absence significantly predicted current-year occurrence (OR = 3.50) and count (IRR = 1.06).

Conclusions:

Parent-reported psychological/functional absence serves as a recurring administrative signal.
These absences should be recognized as indicators for potential student support rather than clinical diagnoses.