International Journal For Multidisciplinary Research

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From Compliance to Care: Reconsidering Chronic Absenteeism and Student Well-Being in International Schools in China

Author(s) Dr. James McLaughlin
Country United States
Abstract Traditionally, chronic absenteeism in education has been viewed as a behavioral, disciplinary, or engagement issue, often addressed through attendance policies focused on compliance and punitive measures. However, these approaches can hide the underlying psychosocial and systemic factors that influence students’ ability to participate meaningfully in school. This study redefines chronic absenteeism in international schools in China as an important early warning sign of student well-being issues in high-pressure global education systems. Located at the crossroads of international education, mental health research, and cross-cultural studies, this paper argues that persistent absences in transnational schooling often reflect accumulated stress, emotional exhaustion, identity challenges, and unmet psychosocial needs, rather than intentional disengagement or truancy.

International schools in China operate within a uniquely complex educational system characterized by high academic standards, intense competition for international university pathways, and culturally ingrained norms that prioritize academic achievement above all else. Students in these environments, both expatriate and locally enrolled, navigate layered pressures stemming from academic performance demands, cross-cultural adaptation, linguistic challenges, and familial expectations. Drawing on interdisciplinary literature related to school attendance problems, student well-being, academic burnout, and global education systems, this study adopts a multifactorial conceptual approach to distinguish stress-related absenteeism from the traditional notion of truancy. This highlights how chronic absenteeism frequently precedes the more visible manifestations of psychological distress, including burnout, anxiety, withdrawal, and disengagement from learning.

This study promotes a shift toward well-being-focused attendance models that emphasize early detection, preventive oversight, and supportive actions instead of reactive disciplinary measures. By situating chronic absenteeism within broader systemic, cultural, and institutional contexts, this study contributes to the growing body of international education research advocating for more comprehensive and ethically grounded approaches to student support. This research ultimately frames chronic absenteeism not as a failure of student responsibility but as an invisible signal of systemic pressure within demanding global educational settings, providing key insights for policy, practice, and future research in international schooling contexts.
Keywords Chronic absenteeism, Student well-being, International schools, Academic pressure, China, Mental health, Transnational students, School attendance
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-09
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.77814
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