Irregular School Attendance in Elementary Schools in Spain during the First Third of the Twentieth Century: A Local or Structural Educational Issue?

Abstract The article examines the challenges that urban teachers faced in unitary systems, where students of different ages and educational levels shared the same classroom and were taught by a single teacher. It aims to compare these challenges across several cities including Alicante, Badajoz, Cádiz, Canary Islands, Málaga, and Zaragoza to determine common issues within Spain. The study is based on sixteen technical reports from 1916 to 1926 and uses qualitative methods to analyze teachers’ narratives for deeper insights. Additionally, a literature review and quantitative analysis of Spanish statistical sources were conducted. Key findings highlight parental disinterest as a significant cause of school absenteeism. The article concludes by stressing the importance of understanding historical educational contexts in informing current educational policies and practices.