Student absenteeism before exams: causes of the phenomenon and innovative solutions

The phenomenon of student absenteeism before exams: a recurring challenge for the education system

As final exams approach each academic year, the phenomenon of student absenteeism resurfaces, known as "dead week." This phenomenon is not merely a matter of attendance records; it poses a genuine challenge to the Kingdom's educational system. Experts emphasize that it has become an ingrained societal culture requiring innovative solutions that go beyond traditional punitive measures and focus on creating an engaging learning environment and strengthening the partnership between schools and families.

The roots of the phenomenon: Is it a rebellion or an inherited culture?

This problem is not new; it's a deeply ingrained behavior dating back decades. A widespread belief among students and parents is that the final week of school lacks real educational value after the curriculum is complete, and that studying at home is more effective. This belief, coupled with the stress of exams, leads many to prefer staying home, perpetuating this negative habit year after year. Educators believe that the length of the academic term and the accumulation of academic demands can contribute to students feeling exhausted, making absence a convenient option for rest and recovery before the final exams.

Consequences of student absence before exams: educational loss and psychological impact

Academics and educators agree that student absence during the final week of exams negatively impacts academic performance and deprives them of a crucial period for cognitive and psychological support. These days are specifically designed for focused review, reinforcing concepts, answering questions, and providing psychological guidance on managing exam anxiety. Being away from the school environment at this time deprives students of a valuable opportunity for direct interaction with their teachers and peers, which can increase feelings of isolation and stress, directly affecting their preparedness and performance in final exams, and consequently, their results that determine their future academic path.

Review of the environment and accumulated pressures

Dr. Mashael Al-Obaid, Assistant Professor of Special Education and Assistant Executive Director of Business Development at the Comprehensive Access Program at King Saud University, explained that addressing absenteeism is not simply a matter of assigning blame to the student, but requires a deeper examination of its underlying causes. She indicated that among the most prominent of these causes are the increasing academic and administrative demands, the multitude of regulations and procedures associated with the course of study, and the length of the semester, which leads to accumulated stress and pressure. She emphasized that when these demands exceed a student's capacity to cope, absenteeism becomes an indicator of the need to review the educational environment and its implementation mechanisms.

Role integration and psychological preparation

For her part, PhD researcher and social worker Amal bint Abdullah Al-Shahrani explained that the phenomenon of absenteeism before exams negatively impacts students' academic performance and is often linked to inherited societal culture more than to the curriculum itself. She pointed out that electronic systems and regulations contribute effectively to monitoring and reducing absenteeism, but their success and effectiveness depend entirely on the integrated roles of the school and the family. She emphasized that the family plays a pivotal role in promoting discipline and instilling the importance of attendance in children, while schools can motivate students through interactive review programs and comprehensive psychological preparation for exams.

Attraction Industry and Innovation Week

For her part, Fatima Al-Akam, a social studies teacher and coordinator of gifted students at the Gifted Elementary School, affirmed that the collective absence of students before exams is an “inherited societal culture” that weakens students’ connection to their educational environment during the most critical periods of cognitive and psychological support. She explained that addressing this phenomenon cannot be achieved through regulations alone, but rather by “creating an engaging learning environment.” She proposed a strategic plan to transform this week into a “Week of Achievement and Innovation” through two tracks: the first is a “Final Projects Expo” to showcase students’ completed projects and outputs throughout the year, and the second is “Smart Competitive Reviews” using interactive digital platforms and exciting competitive games.

Smart review and family awareness

Kindergarten teacher Najla Al-Anzi explained that absences during the final week of school directly impact academic performance, as this period is dedicated to review, addressing learning gaps, and psychological preparation. She attributed the phenomenon to families' belief that the curriculum is complete and to a societal culture that views these days as less important. She emphasized that the Ministry of Education utilizes electronic systems to monitor daily attendance and facilitate rapid communication with parents, but their effectiveness depends on family awareness, which shapes students' attitudes. She urged schools to develop engaging methods such as digital review workshops and anxiety counseling sessions, and suggested launching a comprehensive national awareness campaign.