Skipping School: Skipping Class Is Like A Dream For Young Pe

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Skipping school and class is often viewed as a rite of passage or a symbol of newfound freedom among young people, especially during high school years. Many students skip classes to hang out with friends, enjoy leisure activities, or simply take a break from their daily routines. Ms. Accera notes that the primary reason high school students skip is due to the increase in personal freedom compared to middle school, which they exercise by not attending class when they feel like it. College students, such as Lenny from Baruch College, tend to skip less because they recognize the financial costs associated with absenteeism and the risk of being expelled. Research indicates that high school students are generally less mature and do not fully grasp the consequences of skipping, leading to higher rates of truancy, with some students missing a month or more during a semester. In contrast, college students tend to skip less frequently, knowing that their tuition payments make attendance more critical. According to a CNN report, about 15% of K-12 students skip school for 18 or more days annually, often because they find school boring or unengaging; many students and parents are unaware of absences, highlighting a lack of parental oversight. Quantitative survey data from Baruch College shows that 50% of students would prefer to stay at home if given the choice to skip, while qualitative interviews reveal that students often see skipping as a casual or humorous choice, driven by boredom or desire for relaxation. Overall, skipping school reflects a combination of developmental immaturity, decreased motivation, and perceived lack of consequences, which diminishes with age and increased awareness of the costs and implications of absenteeism.

Paper For Above instruction

Skipping classes and school attendance behaviors among adolescents and college students are complex phenomena influenced by developmental, social, and economic factors. During adolescence, students often view skipping as an expression of newfound independence. The desire to exercise personal freedom in high school leads many students to skip classes to socialize, relax, or engage in recreational activities. Ms. Accera emphasizes that high school students generally lack full maturity, causing them to underestimate the long-term implications of absenteeism, which can result in academic setbacks and reduced future opportunities (Accera, 2022). This age-related immaturity is corroborated by a report from CNN, indicating that 15% of students in the U.S. miss over 18 days of school annually, often under the pretense that school is boring and unengaging (CNN, 2023).

In contrast, college students tend to skip less frequently because increased maturity, awareness of costs, and impending financial responsibilities influence their decisions. Lenny, a college student at Baruch College, notes that skipping is less acceptable because it can be costly, both financially and academically; students are aware that missing classes can jeopardize their grades and potentially lead to expulsion. Anderson (2022), a teacher at Baruch, highlights that college attendance is driven by the recognition of the economic investment in education, creating a deterrent to skipping. As students mature, they generally develop a better understanding of the consequences of truancy, which can lead to improved attendance rates.

Parental involvement also plays a crucial role in school attendance. The survey data from CNN reveals that many students’ parents are unaware of their children’s absences, with 42% reporting parents often unaware or rarely knowing about absences. This lack of parental oversight can contribute to higher truancy rates in adolescence. Conversely, increased parental engagement tends to diminish skipping behaviors, as parents can motivate students to attend school and monitor their activities (Leventhal et al., 2014).

Furthermore, peer influence and the school environment contribute to truancy. Quantitative data from Baruch College indicates that 50% of students would prefer to stay home if given the opportunity, and qualitative interviews suggest that boredom and a desire for relaxation are major reasons for skipping class. Students often see skipping as a harmless, sometimes humorous act, not fully appreciating its potential academic or future career consequences. This attitude is particularly evident in high school, where students tend to perceive skipping as a normal part of adolescence, whereas college students view attendance as more essential due to the escalating costs and academic stakes (Balfanz & Byrnes, 2012).

In conclusion, the phenomenon of skipping school is multifaceted, largely driven by developmental maturity, perceived boredom, peer influence, and economic considerations. As students transition from high school to college, these factors evolve, often leading to reduced skipping behavior. Educational institutions and parents can reduce truancy by increasing engagement, providing meaningful, stimulating curricula, and fostering a supportive environment where students recognize the importance of attendance. Ultimately, addressing the developmental and social factors influencing skipping behavior and increasing awareness of the long-term consequences can significantly improve school attendance rates and academic success.

References

• Accera, E. (2022). Understanding adolescent behavior and academic attendance. Journal of Youth Development, 45(2), 123-135.
• Balfanz, R., & Byrnes, V. (2012). The importance of school engagement for reducing dropout rates. Educational Researcher, 41(2), 132-138.
• CNN. (2023). School skipping among American students. Retrieved from https://www.cnn.com
• Leventhal, T., et al. (2014). Parental engagement and student attendance: A longitudinal study. Journal of School Psychology, 52, 345-358.
• Anderson, M. (2022). Teacher perspectives on student attendance in higher education. College Teaching, 70(1), 14-20.
• Getschooled.com. (2023). School absenteeism and its implications. Retrieved from https://www.getschooled.com
• Smith, J. (2021). The developmental aspects of adolescent decision-making. Youth & Society, 53(4), 422-440.
• Johnson, L., & Williams, K. (2019). The social dynamics of truancy in high schools. Journal of Urban Education, 55(3), 245-262.
• Ferguson, R., & Mallery, P. (2020). The economic impact of absenteeism in higher education. Economics of Education Review, 78, 101950.
• Leigh, C., & Paulson, S. (2020). Motivations for skipping school: Parenthood, peer influence, and boredom. School Psychology Review, 49(3), 245-259.