# Using Data Mining in Educational Administration: A Case Study on Improving School Attendance
## 2 Literature Review
### School Absence  
There exists a myriad of terms used to describe school absence which helps focus diagnoses so that targeted plans could be put in place to address their underlying causes [1; 3; 4; 21]. While some absences may be seen as acceptable, in the UK, schools have become tough on all absences irrespective of their reason, as they are equally destructive to learning [1; 4]. Authorised absence, defined as an acceptable absence approved by the school (e.g., illness or bereavement) is typically granted, but schools have become wary of its abuse, particularly close to the ending of term, when parents want to capitalise on cheaper holidays without incurring fines [4; 22; 23]. On the other hand, unauthorised absence (absent without permission) has received widespread condemnation from lawmakers and education non-profit organisations, with several cases being trailed in court, or parents being fined in line with the local authority and national government policy [4; 22; 23].  
The concepts of school refusal (SR) and truancy form part of unauthorised absence and has been well-outlined in [3; 21], with SR defined as non-attendance due to the expectance of strong negative emotions while at school (e.g., fear as a result of bullying, embarrassment as a result of being teased, or separation anxiety), while truancy is related to anti-schooling sentiments (without parental consent) including finding school boring or finding activities outside of school more attractive (e.g., going to the cinema during school time). School withdrawal (e.g., taking time off to go on holiday) is similar to truancy but with parental consent, and is generally very difficult to address once it becomes excessive as it usually requires multi-agency involvement that focuses on the family as well as the pupil [5]. The notion of persistent absence or chronic absence has also been well-studied, with the definition in the UK being a pupil that is absent from school for 10% or more, irrespective of the reason [1; 22]. Persistent absenteeism is being well-tracked by schools and local authorities in the UK, with initiatives and policies put in place to deal with the problem as it arises [4; 22]. However, the situation is not the same in some other developed countries, and is often overlooked and wreaks havoc long before the problem is diagnosed [1]. In the US for example, [PERSON] and [PERSON], in [1], noted that chronic absenteeism is largely unmeasured and hence not noticed. The authors further point out that only a few states and cities in the US measure chronic absenteeism, and even when it is measured, the metric of average daily attendance for the entire school \"masks more than it reveals\". Left unchecked, chronic absenteeism eventually leads to a disengagement with education and results in poor career prospects for the pupil, and most likely a future of poverty [1].  
Separation anxiety or in its more severe form, Separation Anxiety Disorder (SAD), is a type of school refusal and has been well-documented in [24]. SAD is common among young children (up to 1 in 20 children suffer from SAD) and is defined as the fear of leaving the safety of parents or caregivers [24]. Children experiencing SAD often present with tantrums, panic attacks, or bad behaviour and can have a significant negative impact on the child's academic, social, and physiological development [24; 25]. Indeed, separation anxiety is most common after children have spent long spells with their parents or caregivers and is common after weekends or holidays, and may also present every morning in some children after they have spent the previous afternoon and night with parents or caregivers [24; 25].