INSA was established in 2018 (see 'History'). Research projects are underway, as described in 'Current Projects'. When projects reach completion they will be summarized here, including links to the scientific publications arising from the projects.
- 2019 July: INSA's founding members prepared a Letter to the Editor of European Child and Adolescent Psychiatry, specifying three key challenges that currently demand INSA’s attention. See the menu 2019 within ‘Journal Articles’.
- 2019 June: Members of INSA contributed articles to a special issue of the European Journal of Education and Psychology, published in 2019. See 'Special series, issues, and sections’ within ‘Journal Articles’. Contact: Carolina Gonzálvez (firstname.lastname@example.org).
- 2020 report titled 'Are students present and accounted for? An examination of state attendance policies during the Covid-19 pandemic', prepared by Attendance Works, December 2020.
- 2019 report titled 'Working with young people to understand bullying and self-exclusion from school: Final report', prepared by Niamh O'Brien and Anna Dadswell, Anglia Ruskin University Chelmsford, October 2019.
- 2018 report titled 'Building a grad nation: Progress and challenge in raising high school graduation rates', Civic Enterprises, Everyone Graduates Center at the School of Education at Johns Hopkins University.
- 2018 report titled 'Data matters: Using chronic absence to accelerate action for student success', Attendance Works and the Everyone Graduates Center.
- 2018 report titled 'A review of educational provisions for children unable to attend school for medical reasons', UCL Institute of Education.
- 2016 report titled 'Monitoring education participation: Framework for monitoring children and adolescents who are out of school or at risk of dropping out'. UNICEF Series on Education Participation and Dropout Prevention (Vol 1). Geneva: UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States.
- 2015 report titled 'Building a grad nation: Progress and challenge in ending the high school dropout epidemic', Civic Enterprises, Everyone Graduates Center at the School of Education at Johns Hopkins University.
- 2015 report titled 'Interventions for improving learning outcomes and access to education in low- and middle-income countries: A systematic review', which includes attendance as an outcome.
- 2014 report by Attendance Works titled 'Absences add up: How school attendance influences student success'. "This state-by-state analysis of national testing data demonstrates that students who miss more school than their peers consistently score lower on standardized tests, a result that holds true at every age, in every demographic group, and in every state and city tested."
- 2014 OECD report on the PISA test, titled ‘Who are the school truants?’ PISA is the Programme for International Student Assessment, “a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.”
- 2013 report titled 'Student attendance and educational outcomes: Every day counts'. A report prepared for the Department of Education, Employment and Workplace Relations by Kirsten J. Hancock, Carrington C.J. Shepherd, David Lawrence & Stephen R. Zubrick.
- 2013 Final Report Summary for WE-STAY (Work Together to Stop Truancy Among Youth)
- Arledge, D. A. (2020). Exploring how school absenteeism is linked to achievement gaps in suburban high school students: A quantitative study. Doctoral dissertation, Missouri Baptist University, Missouri, USA.
- Barnes, K. M. (2020). The effects of a tiered intervention system on chronic absenteeism in a public school district in Tennessee. Doctoral dissertation. Union University, Tennessee, USA.
- Birioukov, A. (2020). Attending to absentees: An investigation of how four urban alternative schools respond to absenteeism. Doctoral dissertation, University of Ottawa, Canada.
- Brown, C. M. (2020). Addressing high truancy rates in an urban school: An action research study. Doctoral dissertation. Capella University, Minnesota, USA.
- Daniels, C. L. (2020). Impact of intervention programs on middle school students’ chronic absenteeism, suspensions, and expulsions. Doctoral dissertation. Lincoln Memorial University, Tennessee, USA.
- Davis, K. C. (2020). Anxiety-based school refusal: Best practices and information for school psychologists. Doctoral dissertation. Alliant International University, California, USA.
- Klan, A. (2020). Exploring the educational context surrounding the school attendance problems of children seeking mental health services. Thesis submitted for the Masters of Arts in Education degree, University of Ottawa, Canada.
- Nerveza-Clark, T. L. (2020). Understanding school climate, chronic absenteeism, and strategies to improve absenteeism at a private high school. Doctoral dissertation. Walden University, Minnesota, USA.
- Holyfield, C. (2019). Demographic predictors and reasons for chronic absenteeism amongst secondary students with disabilities. Doctoral dissertation. University of South Florida, Tampa, USA.
- Christensen, M. (2017). What are the relationships among high school academic outcomes and attendance? Doctoral dissertation. University of Oregon, Eugene, USA.
- Perkins, L. M. (2017). School-wide implementation of positive behavior interventions and supports and the impact on student absences, office discipline referrals, and suspensions in two suburban middle schools. Doctoral dissertation. Virginia Polytechnic Institute and State University, Virginia, USA.
- Brill, L. D. (2009). School refusal: Characteristics, assessment, and effective treatment: A child and parent perspective.Doctoral dissertation. Philadelphia College of Osteopathic Medicine, Pennsylvania, USA.