Practical Tips for Dealing with Absenteeism Among Students

The current data on attendance reflect that an epidemic of absenteeism among students is plaguing American schools.  The U.S. Department of Education defines “chronic absenteeism” as a student who misses at least 15 days of school per year.  

• In 21-’22, New York City schools reported that 40.2% of their students were chronically absent.

• In the United States, the national rate of chronically absent students jumped from 16% in 2019 to 33% in 2022.

• According to AP News, the 2021-2022 chronic absenteeism rate in California was 30%. Florida’s rate was just over 32%, the same as New York state.  Michigan came in at 38.5%. Alaska and New Mexico’s rates of chronic absenteeism were both over 40% statewide.

• The United Kingdom reported chronic absenteeism at 22.5% in the ‘’21-’22 school year.

The reasons for chronic absenteeism are complex and vary by individual student.  Here is a list of the leading causes.

1. Transportation 
2. Family issues
3. Illness or disability
4. No sense of belonging at school
5. Academic or social embarrassment

As a teacher, what role can you play in the success of chronically absent students? First, create a system to address absenteeism among students.  This system will be applied to students who are out just one day or who are chronically absent.

It is also important to recognize that absenteeism often builds on itself.  The more a student is absent, the harder it is for them to force themselves to come to school to face loads of missing content, social pressures, and a general feeling of being overwhelmed by being at school all day.  

Give the student grace and show the student that you care more about them learning the necessary content or the most essential skills rather than completing every assignment that they missed.  

The “Five Needs” of an Absent Student

1. Absent students need communication. 

Consistently post announcements and assignments on your Learning Management System (i.e. Google Classroom).  Be proactive in emailing students and remember to ’cc parents.

2. Absent students need materials.

Keep a “Catch Up Binder.”  On the day the student is absent, set aside handouts or worksheets to be waiting for them when they return.  

3. Absent students need help.

To address this, create set times, like office hours or after school for 30 minutes, when students know you’ll be available to help them get caught up.

4. Absent students need make-up opportunities. 

To give ample chance to make up work, think about how and when students can make up missed quizzes and tests.

5. Absent students need judgment-free compassion. 

With some students, it might feel as if they’re chillin’ at home while everyone else works hard at school. As a result, it can become challenging mentally to continue giving that student chances or grace.  However, teachers are often the last to know certain details of a student’s health or home life.  

7 Tips for Supporting Chronically Absent Students

1. Be consistent with your systems for absences — communication, materials, help, and makeup times.

2. When they do attend class, don’t overwhelm them with a ton of missing work.  This tends to exacerbate attendance issues.  

3. Schedule one-on-one time.  The conversation is more meaningful without the rest of the class listening in.

4. Pick and choose what assignments need to be completed.  Consider being flexible with missed tests and quizzes.

5. Work with parents and other school staff (teachers, counselors, administrators) to create a plan for getting caught up.  

6. Understand the student might be embarrassed about how far behind they are.  They almost certainly feel ‘lost’ in class.  Be aware of this when calling on students in class.

7. Make a concerted effort to have positive interactions with that student.  Praise successes.  Continue to build upon that relationship you formed back in August or September.

Absenteeism “What Ifs” for New Teachers

What if the student missed a class discussion?

They can write a brief response on paper. Another option would be to come in and engage in a brief discussion with you or with a small group of other students who also missed the discussion.

What if the student missed a group assignment?

Often, students can work on group tasks at home.  If this is not possible (or doesn’t happen), remember that the group task is often too much work for one person.  Shorten the assignment or allow them to complete a different task by themselves.

What if the student emails you asking for detailed notes or help?

Rather than composing a long reply, it might be easier for you to Zoom with the student.

What if the student missed so much content during a unit, that it’s unlikely they can pass the test?

Traditional exams are just one way that a student can demonstrate knowledge.  Consider being flexible by offering a project or other form of assessment they can do at home.  The alternative assignment is likely not as “comprehensive” as your test, but it is better than sliding a test on their desk that they cannot complete.  Whatever you decide, keep it simple so you don’t make too much extra work for yourself. 

What if the student missed so much content during the unit that they are unable to move to the next concept?

Particularly in math, science, and languages, the content builds.  Even if you are fine with excusing the assignments, they still need to know the content to move on with the rest of the class.  If your school has a help period or intervention time during the day, utilize that time to help the student catch up on the material. 

Pick and choose the most important concepts that they need to master to move on and focus exclusively on this material with them.  Provide them with problems or exercises they can do for mastery and explain that this is not required but will help them practice so that they will be successful moving forward in the rest of the class. 

What if the student is asking you for assistance (hours of help, way too much extra time, wide leeway with grades, etc.) that you think is unreasonable?

Check in with the counselor or grade-level assistant principal if something doesn’t feel right.

Brad has taught history at the middle and high school levels for 19 years, almost exclusively in American public schools.  He holds a master’s in educational technology and is passionate about elevating the status of professional educators.