Examining the impact of learner absenteeism on the academic performance of Grade 12 students: A case study of a school in the Butterworth district

Absenteeism is a persistent challenge affecting learner outcomes and educational attainment, particularly in rural and under-resourced areas. This study, therefore, examined the effects of learner absenteeism on the academic performance of Grade 12 learners in one secondary school within the Butterworth District, Eastern Cape, South Africa. The study is framed using Bronfenbrenner’s Ecological Systems Theory. Using a qualitative case study approach, the research draws from an interpretive paradigm to explore how educators, learners, and parents perceive and experience the phenomenon. Data was collected through semi-structured interviews with purposefully selected participants and analysed thematically. Findings revealed that absenteeism is influenced by several interrelated factors, including poor school infrastructure, lack of parental involvement, socio-economic challenges, learner demotivation, and post-COVID-19 disengagement. The study also identified absenteeism’s negative impact on learners’ academic performance, as it disrupts the continuity of learning, reduces learner confidence, and lowers subject mastery. Factors contributing to absenteeism. Based on the findings, the study recommends a multifaceted approach to address absenteeism, requiring school-based interventions, community engagement, and government support. This research contributes to the growing body of knowledge on learner retention and performance in South Africa’s public education system.