Japan operates a “single-track” school system in which all students progress through elementary, junior high, and high school in a linear sequence. At the high school level, however, there are three types: full-time, part-time (evening), and correspondence high schools. Full-time schools require attendance five days a week over three years. Part-time schools require evening attendance five days a week over four years. Correspondence high schools require primarily self-directed study using textbooks, video or radio lectures, and assignment submissions by mail or internet, with school attendance once or twice a month over three years.

Since the 2000s, correspondence high schools have undergone rapid institutional transformation. Some now offer classes three or more days a week, employ on-site counselors, and provide specialized programs (e.g., fashion, gaming, sports, or programming). These changes have emerged alongside an increase in students experiencing prolonged school non-attendance (“futōkō”) during compulsory education. According to MEXT (2024), the reasons for non-attendance are varied—interpersonal issues, family environment, and psychological factors. Despite a high school enrollment rate over 95% in Japan, many students enroll without resolving underlying problems. For them, full-time schools may pose risks of repeated school non-attendance or dropout. In such cases, many students turn to the increasingly diverse correspondence schools that have emerged through institutional reforms as an alternative.

However, correspondence schools are becoming increasingly polarized. Newer correspondence high schools with supportive services charge high tuition, making them inaccessible to students from low-income families or young carers—students who provide regular care for family members (Minemura, 2024). As a result, socially disadvantaged students are more likely to attend traditional correspondence high schools that offer limited guidance. This leads to disparities in learning environments and post-graduation outcomes.

This study surveyed 261 graduates (aged 18–26) of correspondence high schools in June 2025, examining their educational trajectories, home circumstances, and career guidance provided to them. Findings indicate that students with greater social difficulties were more likely to attend traditional correspondence schools and reported lower levels of career support, with fewer continuing to higher education.

These findings highlight how the inequality of institutional options limits students’ actual capabilities. Rather than placing responsibility solely on the individual, a comprehensive and continuous support system must be established—one that addresses structural tracking and ensures all students have meaningful freedom to choose their future.

Keywords: Correspondence High Schools, School Non-Attendance, Educational Inequality, Capabilities Approach.