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Long-Term Outcomes of Support Systems for Non-Attending Students: Propensity Score-Matched Comparison of Adaptation Assistance Classes and Comprehensive Support in Japan

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Title: Long-Term Outcomes of Support Systems for Non-Attending Students: Propensity Score-Matched Comparison of Adaptation Assistance Classes and Comprehensive Support in Japan
Language: English
Authors: Shuko Esumi (ORCID 0009-0002-8217-3951), Norihisa Tamura (ORCID 0000-0003-4384-7327), Masahiko Ono (ORCID 0000-0003-0495-2992)
Source: International Journal of School & Educational Psychology. 2025 13(2):76-88.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Foreign Countries, Attendance, Truancy, Pupil Personnel Services, Education Service Centers, Nontraditional Education, Junior High School Students, Program Effectiveness
Geographic Terms: Japan (Tokyo)
DOI: 10.1080/21683603.2025.2473892
ISSN: 2168-3603
2168-3611
Abstract: In Japan, the increase in school nonattendance during compulsory education has become a significant social issue. Adaptation assistance classes play an important role as public institutions supporting students with school nonattendance, aiming to facilitate re-attendance and promote social independence. Despite the lack of thorough evaluation of their effectiveness, the establishment of these classes has expanded. This study aimed to compare the effectiveness of adaptation assistance classes and the comprehensive support approach in terms of re-attendance, continued attendance, and post-graduation outcomes. Data were collected from databases on students participating in adaptation assistance classes in Tokyo and on students who received comprehensive support through university clinical psychology centers in several prefectures. A total of 452 students with school nonattendance were identified (n = 410 for adaptation assistance classes, n = 42 for comprehensive support) from 1989 to 2020. Propensity score matching was used to compare re-attendance rates, duration of continuous attendance, and post-graduation outcomes. The results indicated that the adaptation assistance class group showed lower favorable scores across all outcomes compared to the comprehensive support group. Based on these findings, the study discussed the necessity of implementing assessment-based support approaches and assigning specialized staff in adaptation assistance classes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473013
Database: ERIC
FullText Text:
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  Data: Long-Term Outcomes of Support Systems for Non-Attending Students: Propensity Score-Matched Comparison of Adaptation Assistance Classes and Comprehensive Support in Japan
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  Data: <searchLink fieldCode="AR" term="%22Shuko+Esumi%22">Shuko Esumi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-8217-3951">0009-0002-8217-3951</externalLink>)<br /><searchLink fieldCode="AR" term="%22Norihisa+Tamura%22">Norihisa Tamura</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4384-7327">0000-0003-4384-7327</externalLink>)<br /><searchLink fieldCode="AR" term="%22Masahiko+Ono%22">Masahiko Ono</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0495-2992">0000-0003-0495-2992</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+School+%26+Educational+Psychology%22"><i>International Journal of School & Educational Psychology</i></searchLink>. 2025 13(2):76-88.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 13
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Truancy%22">Truancy</searchLink><br /><searchLink fieldCode="DE" term="%22Pupil+Personnel+Services%22">Pupil Personnel Services</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Service+Centers%22">Education Service Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Nontraditional+Education%22">Nontraditional Education</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Japan+%28Tokyo%29%22">Japan (Tokyo)</searchLink>
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  Data: 10.1080/21683603.2025.2473892
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  Data: 2168-3603<br />2168-3611
– Name: Abstract
  Label: Abstract
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  Data: In Japan, the increase in school nonattendance during compulsory education has become a significant social issue. Adaptation assistance classes play an important role as public institutions supporting students with school nonattendance, aiming to facilitate re-attendance and promote social independence. Despite the lack of thorough evaluation of their effectiveness, the establishment of these classes has expanded. This study aimed to compare the effectiveness of adaptation assistance classes and the comprehensive support approach in terms of re-attendance, continued attendance, and post-graduation outcomes. Data were collected from databases on students participating in adaptation assistance classes in Tokyo and on students who received comprehensive support through university clinical psychology centers in several prefectures. A total of 452 students with school nonattendance were identified (n = 410 for adaptation assistance classes, n = 42 for comprehensive support) from 1989 to 2020. Propensity score matching was used to compare re-attendance rates, duration of continuous attendance, and post-graduation outcomes. The results indicated that the adaptation assistance class group showed lower favorable scores across all outcomes compared to the comprehensive support group. Based on these findings, the study discussed the necessity of implementing assessment-based support approaches and assigning specialized staff in adaptation assistance classes.
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        Value: 10.1080/21683603.2025.2473892
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      – Text: English
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        PageCount: 13
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Attendance
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      – SubjectFull: Truancy
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      – SubjectFull: Pupil Personnel Services
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      – SubjectFull: Education Service Centers
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      – SubjectFull: Junior High School Students
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Japan (Tokyo)
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      – TitleFull: Long-Term Outcomes of Support Systems for Non-Attending Students: Propensity Score-Matched Comparison of Adaptation Assistance Classes and Comprehensive Support in Japan
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