In exploring school attendance problems as a continuum, the current literature primarily delves into the early stages, addressing nonproblematic and problematic school absenteeism (see Figure 1). Predominant efforts in policy, research, and practice are directed towards these early stages, by identifying, classifying, and coordinating students at risk of school attendance problems, and on prevention and intervention strategies (see Figure 2). While acknowledging the importance of this focus, we noticed a significant lack in addressing the end of the continuum, the students (at risk for) dropping out of school, and thus the 'compensation level'—providing alternatives for students at risk of dropout. Following, our focus lies on students grappling with severe attendance issues, those at risk of dropout, or those who have already dropped out. This is motivated by this lack of policy, research and practice attention, global trends indicating a rise in dropout rates, practical experiences with these students, and, notably, our belief in extracting valuable insights from their experiences to enhance support for students facing attendance problems in the future. Therefore, we focus on the latter stages of the continuum, aiming to offer crucial support to students well into the dropout process. 

Research questions. 

The foundation of this dissertation rests on two guiding questions, not only seeking answers but also aiming to foster collective reflections on school attendance issues . This underscores the significance of discussions and collaborative efforts in driving positive change

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