What are the main factors associated with SAPs? A mixed-methods analysis in the Italian context

School Attendance Problems (SAPs) represent a global challenge that impacts adolescent developmental trajectories and long-term psychosocial well-being. To study this phenomenon, it is necessary to adopt a comprehensive ecological perspective, because attendance issues arise from a dynamic misalignment between the student’s internal psychological state and their surrounding systems, including family dynamics and the school environment. This study employs a mixed methods design to capture this complexity. The qualitative phase, involving 124 parents and 120 teachers, identifies a core “Emotional-Relational Disconnection”. While parents often attribute disengagement to psycho-physical exhaustion and perceived lack of empathy from educators, teachers point toward external factors such as fragile family structures and misguided school choices. Moreover, a significant perceptual gap is observed, as 91.6% of teachers recognize the problem compared to only 25.8% of parents. Quantitatively, a correlational and regression analysis on 539 high school students reveals that learned helplessness and procrastination are positively associated with subjective health complaints and school refusal. Conversely, a mastery orientation and a positive school climate serve as protective factors. These findings suggest that attendance is fundamentally rooted in the relation between educator, student, and parent, requiring interventions that prioritize emotional connection and psychological resilience over purely didactic or performance driven solutions.