Abstract

This research highlights that education serves as the fundamental cornerstone of societal growth, with schools playing a pivotal role in shaping a nation’s future by fostering the holistic development of its citizens. A critical factor in academic success is consistent school attendance; however, frequent absenteeism hinders the progress of both students and teachers. While the government has implemented efforts to provide basic infrastructure in elementary schools, significant "invisible" barriers—such as personal family issues, sibling-related responsibilities, and teacher absenteeism—continue to impede student accessibility. The study concludes that improving attendance rates requires more than just physical facilities; it necessitates a collaborative effort between parents, teachers, civil society, and education officers to remove these persistent socio-personal barriers. Ensuring regular attendance is identified as the essential prerequisite for delivering quality education to all children.

Keywords: Low Attendance, Elementary School

Introduction

Education is one of the basic needs for human development and going to school regularly is crucially important for advancement of a student’s academic and social skills (Ghosh et.al. 2017). It is one of the primary agents of transformation towards development. Elementary education plays a critical role in building reading, writing, arithmetic, creativity, character, communication, socialization, and overall development of children. With the implementation of NEP 2020, a new 5+3+3+4 structure emphasizes foundational literacy and numeracy, aiming for universal participation and quality education in primary school by 2025.

Need of the Research

Low attendance of students is a serious issue in Government schools. It affects both teaching and learning processes, wastes resources, and hampers individual and societal development. Contributing factors include family circumstances, seasonal work, poor school infrastructure, lack of female teachers, distance from home, and limited engagement opportunities. Previous studies in other regions highlight similar causes, but limited research has been conducted in Jharkhand, particularly in Government elementary schools, prompting this study.

Objectives of the Study

• To study the causes of low attendance of students in elementary schools.
• To study the infrastructure facilities, resource materials, and human resources available in schools with low attendance.

Scope of the Research

This research was delimited to 10 elementary schools selected from Ranchi district of Jharkhand state. Further, the study involved 10 Headmasters (HMs) and 20 teachers at the elementary level.

Method

The study used a quantitative research approach with a survey method to examine causes of low attendance from the perspectives of teachers and HMs. Data collection tools were self-developed based on the objectives of the research.

Sample

The sample included 10 elementary schools, 20 teachers, and 10 HMs. Schools were purposefully selected from Ranchi district. All HMs and selected teachers participated in data collection.

Major Findings

• Children working to earn money or lack of parental supervision contributed to low attendance (68% of teachers).
• Domestic responsibilities and lack of parental encouragement affected attendance.
• Parental migration for work led to irregular school attendance.
• Abusive home environment and homesickness decreased attendance motivation.
• Lack of teachers and insufficient support from SMCs discouraged students.
• Low academic interest, poor basic skills, and inferiority complex reduced attendance (30% of teachers).
• Seasonal factors like harvesting, rainy season, and vacations affected attendance (>70%).
• Inadequate play materials (e.g., cricket and volleyball) demotivated students.
• Less than 50% of schools had playgrounds, affecting student engagement.
• Lack of toilet facilities discouraged attendance, especially among girls.
• Art, health, and physical education teachers were rare (13% and 7%).
• Only 17% of schools had regular HMs; most managed by in-charge HMs.
• Essential teaching materials were partially available or non-functional (globes, science kits, computers).
• Less than 50% of schools organized co-curricular activities; science and cultural events only in 10% of schools.
• Few female teachers were available, impacting girls’ attendance.
• Multigrade classrooms were common (40% schools), potentially affecting learning.
• SMCs were present but largely ineffective in improving attendance.

Educational Implications

• Family and parental involvement: Parents must be motivated to encourage regular attendance, and awareness programs are suggested.
• Student motivation: Counseling, remedial classes, and skill development can increase engagement.
• School factors: Adequate infrastructure, teaching-learning resources, and conducive environment are essential.
• Teaching resources: Provide minimum essential resources (science kits, charts, globes) to enhance learning.
• Teacher support: Training in child-centered, art, and sports integrated pedagogy improves classroom engagement.
• Monitoring and governance: Appoint regular HMs, orient SMC and PRI members to actively support school attendance initiatives.

Conclusion

Education forms the foundation of society. Regular attendance is critical for academic success and effective teaching-learning. While the government provides infrastructure, socio-personal barriers still prevent many children from attending school. Addressing these requires collaborative efforts from parents, teachers, civil society, and education officers. Ensuring regular attendance is essential to deliver quality education to all children.

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