This study investigated the effect of guidance counselling interventions on truancy reduction and school attendance among Junior Secondary School (JSS) students in Ahoada West LGA of Rivers State. The study adopted the quasi-experimental research design. The population was 3761 JSS students, with a sample size of 240 students, using four intact classes. Early Identification and Response Programme Questionnaire (EIRP), and Positive Attendance Support Programme Questionnaire (PASPQ) were used to collect the required data from the experimental group (EGP) and control group (CGP), before and after intervention. The validity and reliability of the instruments were carried out, with reliability coefficients of 0.81 for EIRP, and 0.84 for PASPQ using the Cronbach’s Alpha test. Mean and standard deviation, were employed to address the research questions. To test the hypotheses, Analysis of Covariance (ANCOVA) were utilized, with the level of significance set at 0.05. The findings revealed, among others, that there was significant difference in the mean pre-test and post-test truancy scores of students exposed to the EIRP and those in the CGP in Ahoada West LGA of Rivers State. The study concluded that guidance and counselling interventions, particularly the Early Identification and Response Programme and the Positive Attendance Support Programme, are effective strategies for reducing truancy and improving school attendance among students. The study recommended, among others, that the Rivers State Ministry of Education should institutionalize structured guidance counselling intervention programmes such as EIRP and PASP across JSS to address truancy proactively. 

Keywords: Early Identification, Guidance Counselling Interventions, Positive Attendance Support, School Attendance, Truancy Reduction.