Profiles of distressing experiences associated with school attendance problems among Japanese students: differences in strengths and positive experiences

Background School attendance problems (SAPs) have increased globally, particularly since the COVID-19 pandemic, making it essential to understand the related factors and countermeasures. This study aimed to identify profiles of distressing experiences associated with SAPs based on students’ subjective perspectives, focusing on the factors amenable to change through intervention and self-perceived strengths and enjoyment. Methods This study used data from a Japanese project exploring factors associated with SAPs. A total of 178 schools (91 elementary, 48 junior high, 3 compulsory education, and 36 high schools) and 25,257 individuals participated in this project. Students were asked about 23 items of distressing experiences at school or at home and 10 items of self-perceived strengths and enjoyment during the previous school year. The teacher provided information on whether the student had special educational needs, diagnosed or suspected illness or disability, or physical or psychological problems, along with information on the students’ families and siblings’ backgrounds. Responses from 18,950 students (75.0%) were analyzed using latent class analysis. The association between identified classes and students’ background factors was explored using a three-step estimation approach. Results Six profiles were identified: adaptive ( n = 5,828, 30.8%), psychosomatic/sleep irregularity ( n = 4,112, 21.7%), academic difficulty ( n = 3,337, 17.6%), academic and psychosomatic/sleep irregularity ( n = 3,176, 16.8%), moderate pervasive difficulty ( n = 1,760, 9.3%), and severe pervasive difficulty ( n = 737, 3.9%). Annual absences exceeding 30 days (15%) were relatively rare in the adaptive and academic difficulty classes. Conversely, the severe pervasive difficulty class exhibited the highest levels of absenteeism and the fewest strengths and positive experiences. Conclusion Multiple difficulties at school or at home, combined with fewer strengths and positive experiences, were associated with SAPs. Understanding these differentiated profiles provides a valuable foundation for developing individualized, multi-tiered interventions. Simultaneously, it is important to support students’ strengths and increase their enjoyment to prevent SAPs.