Survey Finds Most Japanese Teachers Lack Time to Support Truant Students

A school attendance crisis meets a teacher time crunch

Teachers across Japan say they want to help children who have stopped going to school, yet many cannot find the time. A nationwide survey by a nonprofit network that supports children who refuse to attend school found that 86.3 percent of teachers described it as very difficult or somewhat difficult to secure time for key tasks such as meeting students, speaking with parents, and making follow up calls. The online survey, conducted from February to June with cooperation from teacher unions and related organizations, gathered responses from 293 elementary and junior high school teachers across the country. It was designed to gauge how teachers are coping as nonattendance cases rise year after year.

The numbers behind day to day schedules tell a tight story. When asked about average daily time available to communicate with each student outside class, the most common answer was 10 minutes or less at 42.5 percent. Another 19.6 percent reported 10 to 20 minutes, and 16.8 percent said 20 to 30 minutes. Teachers also reported being tied up with administrative work and other duties that crowd out individualized support. The national network that ran the survey called the share of teachers with 10 minutes or less per student alarming, a sign that heavy workloads are undermining early intervention for children who are struggling to attend.

Strain reaches beyond time constraints. The survey found 11.8 percent of teachers had taken a leave of absence for mental illness tied to the burdens of their duties. Teachers widely supported free schools, alternative learning spaces that serve children who do not attend regular school; 97.3 percent said it is good that free schools exist. Yet 73.3 percent said they lack knowledge about them, and 84.7 percent said training on school refusal needs stronger content. That mix, supportive attitudes and knowledge gaps, points to a training and coordination problem inside busy schools.

At a press conference at the education ministry on October 27, Michiyo Nakamura, the representative director of the national network, drew on her two decades as an elementary and special needs teacher and on her experience as a parent.

“The issue of school refusal has long been considered in the context of an antagonistic structure of parents versus schools, but they should be partners to watch over children together. Unless there is an environment where teachers can work vigorously, children won’t be able to enjoy their school life.”

Kageki Asakura, a member of the network secretariat, warned that the very people who are essential in school refusal cases, teachers, are being pushed to the edge.

“We want it widely known in society that an environment where teachers can work comfortably is needed, including for addressing school refusal.”

He also called for more teachers and broader measures to relieve pressure on schools.

What school refusal means in Japan today

Japan uses the term futoko to describe children who do not attend school for extended periods for reasons unrelated to sickness or financial hardship. The education ministry defines the group as children who miss 30 or more school days per year because of psychological, emotional, physical, or social factors. The trend has been rising for more than a decade. In 2023, the figure reached 346,482. In fiscal 2024, which ended in March, it climbed again to 353,970 for elementary and junior high school students, the twelfth straight year of increase. That is about 3.7 percent of all children in primary and secondary schools. More than half of these children miss over 90 days, and a small share have zero attendance. High schools recorded 67,782 students who did not attend in fiscal 2024.

The attendance picture is intertwined with child mental health. In a recent UNICEF review of wellbeing in developed countries, Japan ranked near the top for physical health yet placed 32nd for mental wellbeing. The country also saw a record 529 child and teenage suicides last year. Schools recorded 769,022 cases of bullying in fiscal 2024, with 1,405 cases serious enough to cause major harm to body or mind. Officials say most bullying cases were resolved by the end of the year, yet the sheer volume of incidents adds to the daily demands on teachers and school staff. Rising nonattendance sits inside this wider stress map.

Pandemic effects on children

Research tracking school refusal before and after the COVID 19 pandemic shows a clear increase after school closures and long disruptions. Studies that followed children over time found that breaks in routine, reduced peer contact, and social isolation increased anxiety and depression. Family stress, including job loss and caregiver mental health struggles, made things worse for some children. Remote learning also magnified gaps in access to devices and quiet spaces, leaving vulnerable children further behind and more likely to disengage from school. These pandemic era shocks added to existing pressures and pushed more students into patterns of avoidance that grew hard to reverse.

Bullying, anxiety, and pressure in school culture

Many families and teachers point to pressures built into school life. Long days, heavy emphasis on test performance, and tight rules can be hard to bear for some children. Class sizes in the mid 30s leave limited space for individualized attention. Club activities often run after school and on weekends, and expectations to keep up can be intense. Sensitive students may find the classroom intimidating, especially if they have experienced bullying or strained interactions with adults at school. When anxiety grows, avoiding school can become a coping strategy even when it harms learning and friendships. These dynamics do not affect every child in the same way, yet they help explain why school refusal has kept rising even as the number of school age children falls.

Why teachers struggle to find time

Teachers in Japan work very long hours compared with peers in many countries. Surveys place them at or near the top globally for total weekly hours. Many report unpaid overtime that can exceed the 80 hour monthly threshold viewed by labor experts as dangerous. Time tracking systems often miss work done after clocking out or at home. Club activities add many hours, with practices and events on weekends, and teachers juggle these with lesson planning, grading, and daily class management. When a student stops attending school, staff must also document absences, coordinate outreach, and meet families, all while keeping up with crowded schedules.

The workforce is thinning in some districts. A recent count showed a nationwide shortfall of around 2,778 teachers, and the pool of applicants for teacher exams has shrunk. More veteran teachers are also stepping away because of health concerns. Public schools recorded a record 5,897 mental health leaves in 2021. Elementary teachers, who often carry full homeroom responsibilities early in their careers, can be especially stretched. The result is a cycle: fewer staff means more work for those who remain, which reduces the time available to build trust with students who are struggling to attend.

The weight of non teaching duties

Beyond classroom instruction, teachers handle large loads of paperwork and reporting, including records of attendance, meetings, and incidents. They monitor bullying, manage food allergies and safety protocols, support children with special needs, field parent concerns, and coordinate with local agencies. Many schools expect home visits in serious cases. Each task has a purpose, yet the cumulative effect is time taken away from sustained outreach to children who have stopped coming to school. Against that backdrop, the survey finding that the most common amount of daily one to one time is 10 minutes or less per student outside class is a warning. Effective support for school refusal often requires repeated, calm conversations with the child and family, careful planning, and close coordination among adults. None of that fits easily into a day sliced into administrative blocks.

Where free schools and flexible programs fit

For some families, free schools offer a lifeline. These are non compulsory learning spaces, often run by nonprofits or local groups, where children who are not attending regular school can learn, build routines, and rebuild confidence at their own pace. In the survey, teachers overwhelmingly welcomed free schools as an option. Many, however, said they lack basic knowledge about how these programs operate, how to refer students, or how to share information with families. Strengthening those links could help schools support children who cannot return to regular classrooms right away.

Japan is also building new pathways inside the public system. The education ministry introduced a policy known as the COCOLO Plan in 2023 to ensure learning without leaving anyone behind. One element is the rollout of Diversified Learning Schools, public institutions designed for students who struggle with traditional schedules and settings. These schools offer the same graduation qualifications as regular schools but with flexible approaches. As of February 2025, 35 were operating, and the goal is 300. Programs include structured schedules that still allow students to learn at their own pace, one on one reflection sessions with teachers, and activities that build social and communication skills.

High schools are expanding flexible options in other ways. Since April 2024, students can earn credits through approved online classes. One standout example is N High School, a private institution that has grown to more than 30,000 students, offering in person, online, and virtual commuter courses. The model gives students who cannot thrive in conventional settings a chance to keep learning, make friends, and join clubs in formats that work for them. While free schools and flexible programs vary widely, they underscore an important point: many children can reengage when adults offer safe settings, predictable routines, and realistic goals.

Policy steps already on the table

Policy makers have started to respond to rising nonattendance and teacher overload. The COCOLO Plan calls for schools to work closely with families, communities, and outside organizations so that children have multiple entry points back into learning. The plan stresses that children who struggle to attend need a web of support that includes schools, free schools, counselors, and healthcare providers. It also emphasizes inclusive school climates where children feel safe and connected.

Experts and advocates outline practical steps that move in the same direction: hire more teachers and add non teaching staff such as school social workers and counselors, reduce class sizes where absenteeism is most severe, simplify paperwork, give teachers protected time during the week for family outreach and case meetings, and shift management of club activities to community groups and coaches. Local governments often cannot expand staff on their own, so central funding and clear standards matter. These changes do not require a new philosophy. They aim to carve out the time and support that teachers say they need to reach students who are drifting away from school.

Training and mental health literacy

Studies comparing school based mental health literacy across Asian countries find that Japan includes mental health topics in health education from grade 5 through grade 10. Yet researchers note the absence of a single core mental health policy that guides schools across all grades, and they point to a gap in practical skills such as mental health first aid for students and staff. That aligns with the survey result showing 84.7 percent of teachers want better instruction and content on school refusal. Training that combines classroom strategies with clear procedures for referral and family partnership can make a difference when time is tight.

Education researchers also urge schools to pay close attention to the daily climate children experience. They argue that stress from negative peer or adult interactions can leave some students feeling unsafe, and that a trauma informed approach helps. This means steady routines, predictable responses, and emotional validation, so children are more willing to try small steps back into school. It also means coaching teachers on how to ease anxiety in class, set realistic goals, and work as teams with counselors and parents. The thread that runs through these practices is simple: trust grows when adults have time and tools to engage without adding pressure.

What a better support system could look like

Practical actions schools and districts can prioritize include the following:

• Guarantee protected time each week for teachers to contact families, meet students, and coordinate plans for children who are missing school.
• Add an attendance liaison or school social worker who tracks cases and supports teachers.
• Provide targeted training for homeroom teachers on school refusal, anxiety, and gradual return plans.
• Create clear referral pathways to health services and to free schools, with simple information sheets for families.
• Use individualized return to school plans that combine short visits, flexible schedules, and agreed check ins.
• Reduce class size in grades and schools with the highest rates of nonattendance.
• Move daily management of club activities to community coaches and organizations to free teacher time.
• Track data on nonattendance, contact attempts, and outcomes to learn what is working.
• Offer confidential mental health support for teachers and normalize help seeking.
• Share up to date information about Diversified Learning Schools and online credit options with families.

Parents and communities as partners

Nakamura’s call to move beyond a parents versus schools frame speaks to what many families say they want: partnership. Parents need clear points of contact, honest conversations about what their child is facing, and assurances that teachers are not giving up. Schools can build that trust by reaching out early when attendance begins to wobble, reducing stigma around school refusal, and inviting parents to problem solve together rather than assigning blame.

Community groups and nonprofits can help bridge gaps. Japan has a robust civil society that supports children in many ways, from running free schools to offering counseling, mentoring, and after school activities. National organizations that support nonprofits help local groups build capacity and connect with schools. Municipalities can strengthen those links through simple steps such as shared directories, common referral forms, and regular meetings between school staff and community providers. When relationships are in place before a crisis, teachers spend less time searching for help and more time supporting the child.

Key Points

• In a nationwide survey, 86.3 percent of teachers said it is difficult to find time to address school refusal through student and parent contact.
• The most common daily one to one time outside class was 10 minutes or less per student, reported by 42.5 percent of teachers.
• 11.8 percent of teachers reported taking a leave of absence because of mental illness linked to workload.
• School refusal reached 353,970 cases in fiscal 2024 for elementary and junior high students, the twelfth straight yearly increase; high schools recorded 67,782 cases.
• Schools logged 769,022 bullying cases in fiscal 2024, including 1,405 serious cases.
• Teacher workloads remain among the heaviest globally, with unpaid overtime, weekend club supervision, and extensive paperwork limiting time for individual support.
• 97.3 percent of teachers view free schools as a helpful option, yet 73.3 percent report limited knowledge about them and 84.7 percent want stronger training on school refusal.
• Policy responses include the COCOLO Plan and Diversified Learning Schools, with 35 such schools operating by early 2025 and a goal of 300.
• Experts and advocates call for more staff, protected time, practical training, and stronger links with families, free schools, and community providers.