POLICY BRIEF: ADDRESSING CHRONIC ABSENTEEISM IN U.S. SCHOOLS
Policy Brief: Addressing Chronic Absenteeism in U.S. Schools
Nikki Mills
Grand Canyon University
SWK-520: Social Welfare Policy and Services
Dr. Quadasha Mcilwaine
November 12, 2025
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POLICY BRIEF: ADDRESSING CHRONIC ABSENTEEISM IN U.S. SCHOOLS
Policy Brief: Addressing Chronic Absenteeism in U.S. Schools
Executive Summary
Chronic absenteeism, described as missing 10% or more of school days, has
sharply increased since the COVID-19 pandemic, threatening students’ academic
recovery and widening inequities among low-income families and students of color.
Factors such as virtual learning, mental-health challenges, and transportation barriers
have made consistent attendance harder (Dee, 2024; Evans et al., 2024). Research
highlights that early-warning systems, family engagement, and school-community
partnerships are effective ways to reduce absenteeism (Swanson et al., 2024).
Policymakers should invest in multi-tiered, data-driven strategies that strengthen family
supports and school climate, promoting educational equity and student well-being.
Main Analytic Content
1. The Issue
Chronic absenteeism is one of the most persistent education and social welfare
challenges since the pandemic. Nationally, millions of students now miss 18 or more
school days per year (Dee, 2024). This leads to lower test scores, weaker socialemotional development, and higher dropout risks. Districts that relied heavily on remote
instruction continue to see higher absentee rates, revealing gaps in engagement and
access (Evans et al., 2024). Absences also disrupt teachers’ ability to deliver consistent
instruction and affect entire classroom dynamics.
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POLICY BRIEF: ADDRESSING CHRONIC ABSENTEEISM IN U.S. SCHOOLS
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2. Vision for Change
The vision for change centers on every student having equitable access to
consistent, safe, and engaging learning environments. The goal is to cut chronic
absenteeism rates by half within five years through improved family outreach, mentalhealth support, and stronger community partnerships. This aligns with social-work values
of advocacy, collaboration, and social justice; ensuring that no child’s education is
limited by barriers beyond their control.
3. Historical and Policy Context
Before the pandemic, chronic absenteeism was already a concern in many lowincome districts. COVID-19 intensified the issue by exposing inconsistencies in
technology, transportation, and health care access (Kearney et al., 2023). Current state
and district policies often focus on punitive responses, such as truancy citations, rather
than addressing root causes. Evidence shows that supportive interventions, rather than
solely punitive consequences, produce stronger long-term attendance gains (Keppens,
2023).
4. The Research
Recent studies demonstrate that targeted, evidence-based strategies can reduce absences.
For example:
- Personalized text reminders and check-ins increase daily attendance rates (Swanson et
al., 2024).
- Early-warning systems help identify students at risk before absences become chronic
(Kearney et al., 2023).
- Programs that support families with transportation or counseling have shown
POLICY BRIEF: ADDRESSING CHRONIC ABSENTEEISM IN U.S. SCHOOLS
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measurable improvements (Keppens, 2023).
These strategies work best when combined and supported by school-district leadership.
5. Analysis of Current Policy
Many school systems still treat absenteeism as an individual behavior issue
instead of a systems problem. This approach overlooks how poverty, health, and trauma
contribute to attendance challenges. Without stronger mental-health funding and
community partnerships, existing attendance initiatives remain inconsistent and underresourced.
6. Proposed Policy Alternative
The recommended approach is a Comprehensive Attendance Support Policy (CASP) that
includes:
- A district-wide attendance data dashboard to monitor trends.
- Family engagement teams led by school social workers.
- Integrated mental-health services and peer mentoring.
- Flexible intervention tiers addressing excused, unexcused, and exclusionary absences.
This strategy aligns with social work’s advocacy for human rights and educational justice
by supporting vulnerable populations through inclusive, community-based solutions.
7. Evaluation Plan
A formative evaluation would track implementation fidelity, while a summative
evaluation would measure attendance outcomes and equity indicators. Regular progress
reports shared with school boards and community partners would ensure transparency
and guide improvements.
POLICY BRIEF: ADDRESSING CHRONIC ABSENTEEISM IN U.S. SCHOOLS
8. Recommendations and Call to Action
- Fund multi-tiered attendance programs through local and federal grants.
- Train school staff on trauma-informed, non-punitive attendance practices.
- Partner with community organizations for wraparound supports.
- Use attendance data to inform equitable resource distribution.
Call to Action: District and state education leaders should prioritize attendance recovery
as part of post-pandemic academic rebuilding. By investing in family partnerships and
school climate improvements, policymakers can help all students thrive and close longstanding opportunity gaps.
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References
Dee, T. S. (2024). Higher chronic absenteeism threatens academic recovery from the COVID-19
pandemic. Proceedings of the National Academy of Sciences of the United States of
America, 121(3), 1–3. https://doi-org.lopes.idm.oclc.org/10.1073/pnas.2312249121
Evans, W. N., Muchnick, K., & Rosenlund, O. (2024). Virtual learning in kindergarten through
grade 12 during the COVID-19 pandemic and chronic absenteeism. JAMA Network
Open, 7(8), e2429569. https://doiorg.lopes.idm.oclc.org/10.1001/jamanetworkopen.2024.29569
Kearney, C. A., Dupont, R., Fensken, M., & Gonzálvez, C. (2023). School attendance problems
and absenteeism as early warning signals: Review and implications for health-based
protocols and school-based practices. Frontiers in Education, 8. https://doiorg.lopes.idm.oclc.org/10.3389/feduc.2023.1253595
Keppens, G. (2023). School absenteeism and academic achievement: Does the timing of the
absence matter? Learning and Instruction, 86, 101769. https://doiorg.lopes.idm.oclc.org/10.1016/j.learninstruc.2023.101769
Swanson, E., Ash, J., Cummings, K., Kane, T. J., Staiger, D. O., & Sanbonmatsu, L. (2024).
Come back…Be here: Evaluating strategies to improve student attendance through a
rural research network. In Grantee Submission.