Truancy and Academic Underachievement: A Counselling Perspective in Public Secondary Schools in Osun State

Truancy remains one of the most persistent behavioural challenges confronting public secondary schools in Nigeria, with significant implications for academic attainment, dropout rates, and long-term social outcomes. This study examined the relationship between truancy and academic underachievement from a counselling perspective in public secondary schools in Osun State, South West Nigeria. A descriptive correlational design was adopted, with data collected from 360 students, 40 teachers, and 20 school counsellors across twelve secondary schools. The Truancy Assessment Scale and standardised academic performance records were used as primary data sources. Data were analysed using Pearson correlation, regression analysis, and thematic content analysis of interviews. Findings indicated a strong positive correlation between truancy frequency and academic underachievement, with truant students performing significantly below the school mean in core subjects. Key counsellor-identified causes of truancy included domestic instability, peer delinquency, school climate issues, and economic hardship. Counsellors reported insufficient authority and resources to implement sustained behaviour change programmes. The study recommended the establishment of school attendance counselling teams comprising counsellors, teachers, and community liaisons. Osun State's education authorities were advised to develop truancy intervention protocols and empower counsellors with behavioural tracking tools. Reintegration programmes for chronic truants were also proposed. Keywords: truancy, academic underachievement, school counselling, public secondary school, Osun State.