School Climate and Attendance Problems: the mediating role of Student’s Academic and Interpersonal Competence.

A positive school climate can significantly promote students’ regular attendance. Indeed, positive school relationships, a sense of belonging, promotion of diversity, clear rules, and safety contribute to improved relational and educational outcomes for students. Moreover, students who perceive themselves as educationally and relationally competent within the school environment are less likely to be absent. However, no comprehensive model has yet considered these variables together. Therefore, this study aims to explore the mediating role of students’ perceived academic and interpersonal competence in the relationship between various components of school climate and absenteeism, following Havik’s model of school absenteeism (2015). A cross-sectional study (539 Italian high school students) was conducted to assess the mediating role of students’ perceptions of academic and interpersonal relationships competence in the relationship between positive school climate components (Teacher Support, Peer Connectedness, School Connectedness, Affirming Diversity, Rule Clarity, and Reporting and Seeking Help) and absenteeism (Somatic Reasons, Subjective Health Reasons, Truancy Reasons, and School Refusal Reasons). Structural equation modelling with latent variables was utilized to examine the relationship between these variables. Mediation analysis revealed that students’ perceptions of interpersonal relationships competence mediated the relationship between Peer Connectedness and Truancy Reasons (β=.16, p= <.01) and between Affirming Diversity and Truancy Reasons (β=-.05, p= <. 05). Similarly, students’ perceptions of academic competence mediated the relationship between School Connectedness and Subjective Health Reasons (β=-.12, p= <.01), Truancy Reasons (β=-.14, p= <.01) and School Refusal Reasons (β=-.14, p= <.01). The study extends knowledge on factors related to school attendance and, from a preventive perspective, highlights the importance of promoting positive school climate and students’ academic and interpersonal competences.