Student absenteeism before exams: How do we create educational appeal?
As the academic year draws to a close, student absenteeism before exams as one of the most significant challenges facing the Saudi Arabian education system. This phenomenon, known colloquially as "dead week," is no longer merely an individual behavior but has become a deeply ingrained societal norm, demanding serious attention from specialists and educators to investigate its root causes and develop innovative strategies that foster a more engaging learning environment rather than relying solely on penalties and strict regulations.
The historical roots of the "dead week" phenomenon in education
Historically, the idea of mass absenteeism in the week preceding exams was linked to a widespread belief among families and students that the curriculum was already complete and that staying home offered students a greater opportunity for focus and individual study. With the shift to a three-semester system in the Kingdom and the increase in academic demands, the pressure on students has intensified, turning this week into an informal escape from the accumulated stress of the academic year. Educational studies indicate that this practice undermines the prestige of the school environment and diminishes the effectiveness of the final school days, which are supposed to be dedicated to academic and psychological support.
The impact of academic pressure on exacerbating student absenteeism before exams
In this context, Dr. Mashael Al-Obaid, Assistant Professor of Special Education and Assistant Executive Director of Business Development at the Comprehensive Access Program at King Saud University, emphasizes that addressing student absenteeism before exams cannot succeed by placing the sole responsibility on the student. Dr. Al-Obaid explains that increasing academic and administrative demands, along with longer semesters, contribute to the accumulation of psychological and physical stress on students. She adds that when these demands exceed a student's capacity to cope, absenteeism becomes a clear indicator of the educational environment's need for review and development, rather than simply a behavioral violation warranting disciplinary action. She stresses the importance of achieving a balance between the quality of educational outcomes and students' capabilities.
Integrating the roles of school and family to reduce absenteeism
For her part, PhD researcher and social worker Amal bint Abdullah Al-Shahrani points out that absenteeism before exams is more closely linked to societal culture than to the curriculum itself. While electronic systems effectively monitor attendance, their success depends entirely on the integrated roles of school and home. Kindergarten teacher Najla Al-Anzi agrees, emphasizing that family awareness is the primary driver of student behavior. When families permit absences, children develop a misconception that this crucial period, dedicated to addressing learning gaps and consolidating knowledge, is unimportant.
Creating educational appeal through innovation and empowerment initiatives
To address this challenge, social studies teacher and gifted student coordinator Fatima Al-Akam proposes a practical vision: transforming this week into a “Week of Achievement and Innovation” through two main tracks. The first is the “Final Projects Expo,” showcasing and honoring student work, thus fostering a sense of passion and appreciation. The second track involves “Smart Competitive Reviews,” which move beyond traditional rote learning towards interactive workshops and engaging digital games that allow students to experience their intellectual excellence daily. Investing in these sustainable solutions is fundamental to transforming the school into an attractive environment that enhances behavioral discipline and academic achievement.
The expected impact of the change at the local and regional levels
Adopting educational attraction strategies and activating a genuine partnership between the school and the family will not only contribute to reducing absenteeism at the local level, but will also raise the efficiency of Saudi education in line with the objectives of the Kingdom’s Vision 2030. Regionally and internationally, this transformation represents a model to be emulated in developing educational environments to become more flexible and attractive, which will positively reflect on global education quality indicators and enhance the competitiveness of Saudi students in international forums.
