This article calls for an expansion of the conceptualization of school attendance problems (SAPs). It offers a practical phenomenological exploration (Van Manen, 2007a; 2014) using youths' lived experiences. Attention is paid to the bodily reactions and emotions in student narratives. Our goal is to aid research on prolonged absences from school by promoting studies that encourage teachers to investigate school cultures and climates (Smyth & Hattam, 2004; Hendron & Kearney, 2016). School personnel play essential roles in preventing and handling SAPs within classrooms and in creating situated pathways among stakeholders.
We conducted interviews with nine students to learn about what makes youths go to school or not. We used quotes from the interviews to make goals for understanding SAPs in schools. Using poetic inquiry (Faulkner, 2009, 2020; Galvin, 2016; Davis, 2021) as a qualitative method, we offer bodily and sense-based perceptions to understand SAPs. The poems attempt to capture youth’s non-verbalized experiences with prolonged school absences. The results offer help to youths, schools, and professionals in how to build connections and offer hope. The role of hope was essential for students continuing to post-secondary education. Additionally, our results emphasize the need to include factors of belonging (Akar-Vural et al., 2013; Baker & Bishop, 2015; Allen & Boyle, 2018) within the classroom community for early intervention. Thereby increasing attendance, resilience, and long-term engagement in post-secondary education.