Category: Research on Absenteeism
“STUDENTS WHO FEEL
CONNECTED TO SCHOOL…
• Have an adult in school, who they
believe knows about them and cares
about them as an individual
• Have a group of peers they interact
with and feel affinity with as a group
– i.e. sports teams, theater crews, clubs,
identity groups, circle of friends” Robert Balfanz, Johns Hopkins
“Virtual schools that have quantified attendance as “one interaction per week” fall well short of ensuring students are engaged,.”
“How will we know who we need to apply some extra resources to reach and connect with? Our kids are everywhere.”
Kids knocking over class furniture, hitting others and physically harming self and others – all symptoms of trauma
One Ohio District’s experiences of dealing with student trauma in Early Childhood Education demonstrates how early identification, early intervention and multi-agency treatment programs can work. “Evidence suggests it works: children’s trauma symptoms, including anxiety, depression and post-traumatic stress disorder, are on average reduced by 30 to 50 percent over one school year.”
Principals’ key role in promoting a school culture of attendance positively impacts student achievement. Principals get asked about the latter not the former!
According to Attendance Works, principal can impact attendance and achievement!
Small wonder, then, that absenteeism becomes a concern if students don’t want to be at school. A caring adult connected to a student can determine what the causes of negativity are and become an attendance protective factor.
Students experiencing homelessness are chronically absent from school at a rate at least twice that of the overall student population, and significantly more often than their housed, low-income peers, University of Chicago
“Homelessness causes students to miss school, which can lead them to drop out, which then makes them 3.5 times more likely to experience homelessness as young adults. “
“Drawing on statewide data from Tennessee over a decade, … principal effects on student absences are comparable in magnitude to effects on student achievement.”
Elementary school factors like chronic absenteeism in Grade 4 or any elementary school suspensions predict pathway to Post Secondary Education, study says
Students suspended in elementary school even once, students in self-contained special education programs and or students who miss more than 10% of school in Grade 4 do not go on to Post Secondary Education.