The issue of continuously absent students in the Turkish education system and the policies of the ministry of national education

Education and training are not jobs that are done within four walls as they used to be. The developing and rapidly changing technology has also changed the way education and training are provided. With the transition to student-centered education and training, it is deemed necessary to create an education and training environment where the student is active in education and the teacher is positioned as a leader and guide in the education and training environment. The adequacy of the personal and professional development of teachers who are expected to be leaders and guides in education and training environments will increase the quality of education and training, and this situation will indirectly contribute significantly to the solution of the problem of continuous absenteeism by helping students embrace the school more. Persistent absenteeism is the failure of students to attend school without a valid excuse. Scientific research has shown that absenteeism is one of the most important problems that disrupts education and training. Especially in our country, absenteeism is seen as a major problem in schools. Absence is a problem that needs to be examined in terms of the effects of factors such as parents, students, teachers, school administrators, the social environment where the school is located and local administrators on the absenteeism problem. Persistent absenteeism is a situation that negatively affects the economic, social and cultural development of society. Persistent absenteeism is a problem that parents, students, teachers, school administrators, residents of the area where the school is located and local administrators have direct or indirect effects on its solution. The primary factors directly affecting the problem of persistently absent students are the family, the school-classroom environment, teachers, the social environment in which the school is located, and school administrators. A child's education begins in the family. The family is where an individual first socializes, begins to learn about the world, and begins to understand social order and rules. After the family environment, an individual undergoes the second stage of socialization in the school environment. Failure to adapt the school-classroom environment to a student's developmental level, interests, and needs reduces student engagement with school. In this regard, teachers and administrators have a significant responsibility to ensure that the school-classroom environment is designed to increase student engagement with school. Furthermore, tailoring the classroom environment to students' interests and needs will contribute to students' appreciation for school and, consequently, to a reduction in absenteeism rates. Another factor that directly impacts the problem of absenteeism is the attitude and behavior of school administrators toward students. Their attitudes and behaviors influence students' commitment to school. Furthermore, if school administrators tailor the school environment to students' interests and needs, this will foster student engagement and ultimately contribute to the resolution of absenteeism. Many studies on persistent absenteeism appear to be limited to specific areas. The study employed a qualitative research method, using face-to-face interviews with administrators of urban and village schools in Osmaniye province as primary data. Policy documents and legislation were also examined as secondary data, analyzed using document analysis. The study concluded that the most significant factors affecting the problem of persistently absent students are the socioeconomic status of families and the fragmented family structure.