The Relational Void: A Theoretical Critique of the Marginalization of Teacher-Student Relationships in School Absenteeism Research

Abstract Book of the 11th International Conference on Research in Teaching and Education

Year: 2026

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The Relational Void: A Theoretical Critique of the Marginalization of Teacher-Student Relationships in School Absenteeism Research

Dr. Vincenzo Bua

ABSTRACT:

Current scientific discourse on school absenteeism is predominantly framed by clinical-psychological models (focusing on individual pathology like anxiety) or socio-structural perspectives (focusing on socio-economic status). However, this theoretical narrowing often marginalizes the school itself as an active relational space. This paper argues that the teacher-student relationship (TSR) is systematically underrepresented as a constitutive factor in absenteeism research.
While TSR is frequently mentioned as a secondary “protective factor” or a static control variable, its dynamic and reciprocal role remains a theoretical blind spot. Utilizing a synthesis of Self-Determination Theory (the need for relatedness) and Attachment Theory (the school as a “secure base”), this contribution deconstructs why the relational dimension is often overlooked. Special attention is given to the “double disadvantage” effect, where absenteeism actively erodes the quality of interaction, creating a vicious cycle of alienation that is rarely modeled in current literature.
The aim of this theoretical analysis is to advocate for a “Relational Turn” in absenteeism research. By shifting the focus from pupil-centered deficits to the quality of pedagogical interaction, the paper provides new impulses for school-based prevention and intervention strategies. It concludes that addressing absenteeism effectively requires re-theorizing the teacher-student bond not as a byproduct, but as the core mechanism of school belonging.

Keywords: School Absenteeism, Teacher-Student Relationship, Educational Theory, Relational Pedagogy, School Belonging