Publications | May 2026
Abstract: Being absent and being victimized often co-occur during elementary school. Students who are frequently absent or victimized tend to show lower academic performance, poorer socio-behavioral functioning, and reduced well-being over time. However, it remains unclear whether absenteeism and victimization are bidirectionally related, and under what conditions these relations emerge. We investigated the longitudinal relations between victimization and absenteeism from Grades 3 to 5 using a random-intercept cross-lagged panel model in a nationally representative sample (N = 6,945). We also tested family income status as a potential moderator. Results provided little evidence for within-child, bidirectional relations between absenteeism and victimization. Preliminary evidence suggested stronger associations for students from low-income families. Specifically, among low-income students, absenteeism predicted reduced victimization from 3rd to 4th grade. These findings underscore the importance of attending to vulnerable populations by identifying reasons for absenteeism and providing targeted supports that foster consistent attendance, engagement, and protection from victimization.
Published: May 19. 2026
Publication: Journal of Applied Developmental Psychology
CLI Author: Yoonkyung Oh, PhD
Funding: This study was funded by the US Department of Education’s Institute of Education Sciences (R305A230406).
Citation: Yang, Q., Hu, E. H., Oh, Y., Park, J., & Morgan, P. L. (2026). Do absenteeism and victimization reinforce each other? A longitudinal study of within-person relations and the moderating role of family income. Journal of Applied Developmental Psychology, Volume 105. https://doi.org/10.1016/j.appdev.2026.101960.