Skip to main content

Lund University Publications

LUND UNIVERSITY LIBRARIES

Parents’ experiences of the EAGLE school absence intervention

Olsen, Malin LU orcid ; Karlberg, Martin and Claesdotter-Knutsson, Emma LU orcid (2026) In Discover Psychology 6.
Abstract
Background
Early Absenteeism Guide for Lifelong Education (EAGLE) is an early, school-based intervention designed to help school personnel address emerging school absenteeism. EAGLE aims to support early identification, strengthen school–parent collaboration, and guide parents in managing school attendance through a holistic assessment framework.

Objective
This qualitative exploratory study investigates parents' experiences of participating in the EAGLE intervention, focusing on their collaboration with school staff and the perceived utility of the intervention components.

Methods
Semi-structured interviews were conducted with parents (N = 10) of children in preschool through third grade with 10–60%... (More)
Background
Early Absenteeism Guide for Lifelong Education (EAGLE) is an early, school-based intervention designed to help school personnel address emerging school absenteeism. EAGLE aims to support early identification, strengthen school–parent collaboration, and guide parents in managing school attendance through a holistic assessment framework.

Objective
This qualitative exploratory study investigates parents' experiences of participating in the EAGLE intervention, focusing on their collaboration with school staff and the perceived utility of the intervention components.

Methods
Semi-structured interviews were conducted with parents (N = 10) of children in preschool through third grade with 10–60% absenteeism. Data were analyzed using a codebook thematic analysis approach, guided by predefined research questions focusing on parental expectations, experiences, and areas for improvement regarding EAGLE.

Results
Many parents initially reported strained relationships with schools, characterized by mistrust and poor communication, leading to skepticism toward the intervention. However, participation in EAGLE fostered a positive shift for most parents. Clear communication, feeling heard, and the involvement of the school psychologist as a neutral, structured facilitator were crucial in building trust and shared responsibility. Conversely, parents experienced frustration and a loss of trust when schools failed to implement agreed-upon measures or when the intervention period felt too short.

Conclusion
The EAGLE intervention may support school–parent relationships through transparent and respectful communication. Findings highlight the importance of organizational coordination and continuity to sustain parental engagement in early preventive efforts addressing school attendance problems. (Less)
Please use this url to cite or link to this publication:
author
; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
School absenteeism, Parents, Cooperation, School staff, Children, Early intervention
in
Discover Psychology
volume
6
article number
177
pages
18 pages
publisher
Springer
external identifiers
  • scopus:105043094612
ISSN
2731-4537
DOI
10.1007/s44202-026-00805-5
language
English
LU publication?
yes
id
c2000042-12da-4b3e-8af7-c0c14ec589e5
date added to LUP
2026-06-26 15:31:58
date last changed
2026-08-10 04:01:28
@article{c2000042-12da-4b3e-8af7-c0c14ec589e5,
  abstract     = {{Background<br/>Early Absenteeism Guide for Lifelong Education (EAGLE) is an early, school-based intervention designed to help school personnel address emerging school absenteeism. EAGLE aims to support early identification, strengthen school–parent collaboration, and guide parents in managing school attendance through a holistic assessment framework.<br/><br/>Objective<br/>This qualitative exploratory study investigates parents' experiences of participating in the EAGLE intervention, focusing on their collaboration with school staff and the perceived utility of the intervention components.<br/><br/>Methods<br/>Semi-structured interviews were conducted with parents (N = 10) of children in preschool through third grade with 10–60% absenteeism. Data were analyzed using a codebook thematic analysis approach, guided by predefined research questions focusing on parental expectations, experiences, and areas for improvement regarding EAGLE.<br/><br/>Results<br/>Many parents initially reported strained relationships with schools, characterized by mistrust and poor communication, leading to skepticism toward the intervention. However, participation in EAGLE fostered a positive shift for most parents. Clear communication, feeling heard, and the involvement of the school psychologist as a neutral, structured facilitator were crucial in building trust and shared responsibility. Conversely, parents experienced frustration and a loss of trust when schools failed to implement agreed-upon measures or when the intervention period felt too short.<br/><br/>Conclusion<br/>The EAGLE intervention may support school–parent relationships through transparent and respectful communication. Findings highlight the importance of organizational coordination and continuity to sustain parental engagement in early preventive efforts addressing school attendance problems.}},
  author       = {{Olsen, Malin and Karlberg, Martin and Claesdotter-Knutsson, Emma}},
  issn         = {{2731-4537}},
  keywords     = {{School absenteeism; Parents; Cooperation; School staff; Children; Early intervention}},
  language     = {{eng}},
  month        = {{06}},
  publisher    = {{Springer}},
  series       = {{Discover Psychology}},
  title        = {{Parents’ experiences of the EAGLE school absence intervention}},
  url          = {{http://dx.doi.org/10.1007/s44202-026-00805-5}},
  doi          = {{10.1007/s44202-026-00805-5}},
  volume       = {{6}},
  year         = {{2026}},
}