<![CDATA[Truancy in Dili has already been reported from a 19-participant qualitative dataset, creating a need for any further use of that material to address a demonstrably different question rather than repeat the original factor catalogue. This study therefore presents a transparent secondary qualitative analysis of previously collected interviews from five public secondary schools in Dili, Timor-Leste. The re-analysis asked how school-based experiences can be configured into participation pathways associated with truancy and where student and school-stakeholder accounts align, diverge, or remain uncorroborated. Previously reported interview material was recontextualized through configurative qualitative secondary analysis, with source-role comparison, deviant-evidence checking, and explicit interpretive boundaries. Three pathways were identified: organizational permeability and peer reinforcement; erosion of classroom value and relational safety; and material barriers to sustained presence. A cross-cutting institutional-responsiveness layer helped explain why some barriers persisted. Student and stakeholder accounts partially aligned on weak instructional practice and inadequate sanitation, whereas peer and organizational interpretations remained primarily student-sourced. The analysis also retained counter-evidence: one student emphasized autonomous subject dislike rather than peer determination. These findings do not constitute new data collection, prevalence estimates, or causal effects. Their contribution is an evidence-bounded reframing of truancy as a problem of school participation whose feasibility, value, and perceived safety are shaped by social, pedagogical, material, and institutional conditions. The analysis supports coordinated attendance responses that investigate reasons for absence while strengthening instructional engagement, respectful relationships, usable facilities, and responsive school management.]]>
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