In 2016, the U.S. Department of Education characterized chronic absenteeism as a hidden educational crisis. Most states define it as missing 10% or more of the school days in a given academic year which translates to approximately 18 days. This level of school absence is associated with a variety of adverse consequences, including individual course failure, risk of not graduating, and poor socio-emotional outcomes. There can often be delayed instruction for other students because teachers must spend time remediating those who have returned from an absence.

School districts are setting the reduction of chronic absenteeism among their top priorities this school year. In fact, the new Superintendent of Schools in Boston, Brenda Cassellius took to the streets on the day before schools opened for the start of this school year looking for students with poor attendance records. At one home in the Mission Hill public housing complex, the student in question was not at home. But his two pregnant sisters were.  Cassellius, brimming with enthusiasm, offered some encouraging words, sharing her own experience as a single mother in college. “It’s hard work”, she said “but it will be worth it for you and your baby.”

It is time for schools to embrace community-based strategies to get more students to school every day. One promising strategy is to provide mentors for students struggling with attendance. Before mentors begin their work, school staff should educate them on how quickly absences can affect academic performance and how they can help students to improve. The Role of Mentors in Reducing Chronic Absenteeism which I co-authored for Phi Delta Kappa, National Education Honorary gives some great ideas on exactly how mentors can play a role in the all-hands-on-deck approach to combat a serious problem in America. Check it out!

Weinberger, Susan G. and Forbush, Janet B.  The Role of Mentoring in Chronic Absenteeism.  Kappan  BACKTALK.  March 2018