Parents’ experiences of the EAGLE school absence intervention

Abstract Background Early Absenteeism Guide for Lifelong Education (EAGLE) is an early, school-based intervention designed to help school personnel address emerging school absenteeism. EAGLE aims to support early identification, strengthen school–parent collaboration, and guide parents in managing school attendance through a holistic assessment framework. Objective This qualitative exploratory study investigates parents' experiences of participating in the EAGLE intervention, focusing on their collaboration with school staff and the perceived utility of the intervention components. Methods Semi-structured interviews were conducted with parents (N = 10) of children in preschool through third grade with 10–60% absenteeism. Data were analyzed using a codebook thematic analysis approach, guided by predefined research questions focusing on parental expectations, experiences, and areas for improvement regarding EAGLE. Results Many parents initially reported strained relationships with schools, characterized by mistrust and poor communication, leading to skepticism toward the intervention. However, participation in EAGLE fostered a positive shift for most parents. Clear communication, feeling heard, and the involvement of the school psychologist as a neutral, structured facilitator were crucial in building trust and shared responsibility. Conversely, parents experienced frustration and a loss of trust when schools failed to implement agreed-upon measures or when the intervention period felt too short. Conclusion The EAGLE intervention may support school–parent relationships through transparent and respectful communication. Findings highlight the importance of organizational coordination and continuity to sustain parental engagement in early preventive efforts addressing school attendance problems.