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School Absence as Functional Impairment of Juveniles with Personality Disorders Based on ICD-11 This longitudinal study focused on the question whether specialized treatment with applied transference focused psychotherapy in a day hospital program can improve school dysfunction in adolescents with borderline and other personality disorders (PD). Moreover, we investigated influential factors for the improvement of school attendance. Among the 175 juvenile patients, before treatment 60 % showed school absence. Our results indicate that the treatment could improve school attendance significantly. At the same time, we could show that some psychological variables can be considered essential predictors for the development of attending school regularly. More conduct problems and dissocial behavior diminished the likelihood to attend school increasingly regular; the higher borderline and avoidance PD criteria were fulfilled, the higher were the odds to improve school attendance. With respect to the changes regarding functional impairment of PD in the upcoming ICD-11 our results could generate knowledge that school dysfunction in adolescents with PD can be improved significantly with applied transference focused psychotherapy in a day hospital program, especially in juveniles with borderline and avoidant PD. The alteration in ICD-11 with its focus on functional impairment enables to assess and treat this problem earlier in adolescence. A specific focus for future research based on ICD-11 should address the issue how juveniles with pd, school dysfunction and conduct problems can benefit more from treatment.