Problematic school absenteeism is a highly relevant societal issue. Research shows that pupils with intellectual disabilities (ID) are at greater risk of developing absenteeism-related problems. Still, there are research gaps concerning problematic absenteeism among this student group. Much of the existing research and guidelines are directed at mainstream compulsory school and focus on restoring attendance once absenteeism has already developed.

This study instead aims to contribute knowledge to the preventive work within the compulsory school for pupils with ID. We have used a hermeneutic approach to capture teachers’ perceptions of preventive efforts. More specifically, we have examined what teachers perceive as risk factors, early warning signs, and preventive strategies. To collect data, we conducted a qualitative study with semi-structured interviews. The data was analyzed through a reflexive, thematic process.

The results indicate that a lack of experienced meaningfulness, difficulties with transitions, and inadequate support structures surrounding the student are seen as risk factors. Early signs are described as sporadic absenteeism, challenging behaviors, and mental health issues. Effective strategies are reported to include early intervention, investigating underlying causes, clear action plans, and collaboration.

This is a complex issue that requires a holistic understanding of the student’s situation. The study therefore results in the 'Collaboration Spiral', inspired by the hermeneutic spiral, which illustrates how insights at different levels contribute to a deeper understanding of the student’s situation.