Japan's Student Absenteeism Reaches Record 353,970 in FY2024

Japan's Ministry of Education, Culture, Sports, Science and Technology (MEXT) has reported a record 353,970 elementary and junior high school students were chronically absent during the 2024 academic year, which concluded in March 2025. This figure marks the 12th consecutive year of increase, highlighting a growing challenge within the nation's education system. As noted by Peter Vesterbacka, the new record signifies a substantial number of students missing school for extended periods.

Chronic absenteeism is officially defined as being absent from school for 30 days or more in a year for reasons other than illness or economic hardship. The latest MEXT survey indicates an increase of approximately 7,500 students from the previous year's total of 346,482. This upward trend reflects a complex interplay of factors affecting student attendance across the country.

Several reasons contribute to this rising absenteeism. Around 30% of students cited a lack of motivation for school life, while a quarter struggled to adapt their body rhythms to school schedules. Additionally, 24.3% reported experiencing anxiety and depression, according to the ministry's findings. Officials also attribute the trend to the lingering effects of the COVID-19 pandemic, which disrupted daily routines and limited social interactions for many children.

The data reveals that 216,266 junior high students and 137,704 elementary students were chronically absent in FY2024. Notably, absenteeism among first and second graders has climbed approximately seven-fold over the past decade, while fifth and sixth graders saw a roughly quadrupled rate. The MEXT also suggests a growing understanding among parents who no longer feel compelled to force their children to attend school, alongside a lack of adequate support for students with special needs.

Experts are weighing in on the implications of these figures. Atomi University Professor Oguri Takahiro suggested that pandemic-era restrictions on activities for young children may have impacted their development and social relationships, contributing to early-grade absenteeism. Professor Takeo Kondo of the University of Tokyo emphasized the critical need for better support for students with disabilities, noting that a lack of such assistance often leads to prolonged absences.