The role of disease history score in the association between depression history and current ME/CFS among US adults.

School absenteeism is a persistent challenge affecting education systems worldwide. While its causes and manifestations vary across contexts, absenteeism typically emerges from the interaction of social, cultural, institutional, and organizational factors. Persistent patterns of absenteeism disrupt instructional processes and generate negative consequences not only for students and families, but also for broader social systems. identify absenteeism as one of the most pressing challenges confronting educational stakeholders due to its implications for learning outcomes, student development, and institutional effectiveness. Beyond its educational consequences, school attendance is closely connected to broader questions of institutional sustainability and social organization. Regular participation in schooling supports the effective use of public resources and contributes to the long-term stability of educational systems. From this perspective, systematic absenteeism may weaken institutional efficiency and reduce social cohesion. Within the framework of the Sustainable Development Goals—particularly SDG 4 (Quality Education)—consistent school participation is considered essential for promoting inclusive and sustainable learning opportunities (; ). Recent research also suggests that the educational consequences of absenteeism may vary according to the timing of absences during the school year (). Previous scholarship further emphasizes that absenteeism should be understood as a complex phenomenon shaped by interacting institutional, social, organizational, and psychological influences rather than isolated individual behavior (). Importantly, attendance practices are not shaped solely by individual motivation or academic performance. Schooling, like many modern institutions, is organized through institutional time regimes that structure daily routines, weekly rhythms, and expectations of participation. School calendars, timetables, and the sequencing of the school week create shared temporal frameworks that influence behavior within educational settings. The end of the school week, in particular, may acquire distinct social meanings that shape collective expectations and participation patterns.