By contributing author Curran Mahowald, M.A. Cognitive Science in Education
And the award goes to…
Picture this: A high school senior in South Dakota beams as he’s handed the keys to a brand new Bronco, his reward for never missing a day of school. Meanwhile, in Florida, a graduate poses for a photo with the superintendent, clutching a certificate recognizing her perfect attendance from kindergarten through 12th grade.
These stories of students’ unwavering commitment make for great headlines, but they belie an important truth: Many factors leading to regular attendance are out of the hands of individual students. (In fact, there is evidence of the ineffectiveness of these awards; research shows they are not an effective policy for reducing absenteeism for all age groups).
Previous posts have discussed how partnerships with families can help create a culture of attendance. This blog expands the view of the student attendance support system to include other players in the community.
Expanding Horizons: Community Support Attendance Strategies
Community organizations outside of the school walls are critical yet often overlooked allies in addressing chronic absence, especially in reducing barriers to attendance like mental health problems or lack of transportation.
According to a 2013 report on the New York City Mayor’s Interagency Task Force on Chronic Absenteeism, “[T]he causes of chronic absenteeism are so complex and varied that no school district can tackle it alone.” The report cites asthma, homelessness, and fear of gangs among the many complex challenges that act as barriers to school attendance.
Despite this potential for positive impact, community partnerships are not always top-of-mind for education leaders working to promote daily attendance.
In a 2024 study of 47 Michigan school districts’ action plans to address absenteeism, only 18% of districts planned to engage external organizations and only 14% planned to engage with agency partners (Singer 2024). Communication practices and incentives were much more common chronic absence initiatives. However, these types of interventions may not move the needle, because they fail to address the inequality that is at the root of absenteeism.
Let’s explore examples of education agencies looking to community partnerships as part of their continuum of supports to help increase attendance rates, and share the research behind why these kinds of interventions could work.
These partnerships between education agencies and community partners tend to align with one of two main evidence-based strategies for reducing chronic absence: a focus on relationships and a focus on meeting basic needs.
Evidence-based approach #1: Focus on relationships
What the research says:
One major driver of student absenteeism, especially in high school, is lack of engagement or connection with school. Another related factor is lack of confidence or motivation in academics. Mentorship can help with both of these issues. Mentors help students feel connected to their school community, which in turn makes them more likely to attend regularly.
Examples of program implementation:
Check & Connect at Chicago Public Schools
Even before the COVID-19 pandemic, attendance trends at Chicago Public Schools were concerning. About one in every 5 students missed more than 3 weeks of school per year, and rates of chronic absence were even higher for students receiving special education services.
Then the district implemented the “Check & Connect” program through community partner SGA Youth and Family Services. This evidence-based intervention involves mentors, known as “Check & Connect” monitors, who work closely with students identified as at risk of chronic absenteeism. Monitors regularly meet with students to review their academic progress, address personal and academic challenges, and connect them with necessary resources and support.
Researchers at Northwestern and the University of Chicago studied this school program over four years to see whether it improved attendance and academic achievement (Guryan et al., 2016). They found that students who began participating in the mentoring program in grade levels 5-7 had 20% fewer absences from school, likely because of an increased sense of school connectedness.
Students who began participating in the mentoring program in grade levels 5-7 had 20% fewer absences from school.
Source
Big Brothers Big Sisters across the country
Big Brothers Big Sisters (BBBS) operates mentoring programs in various schools across the country, pairing students with adult mentors who provide consistent support and guidance. This well-established program has shown significant academic improvements for students in long-term mentoring relationships.
A study of the BBBS school program in 71 schools across the country revealed that maintaining a long-term relationship between student and mentor led to academic success, whereas students in mentor matches that end prematurely did not show the same improvements (Grossman, Chan, Schwartz, & Rhodes, 2012). Additionally, youth who were re-matched with new mentors after the old ones left often faced negative impacts, highlighting the importance of relationship duration and stability in a mentoring program.
Success Mentors in New York City
As part of the NYC Community Schools Initiative, the Success Mentors program focuses on reducing chronic absenteeism by placing mentors in schools to work with students who frequently miss school. Success Mentors meet regularly with students, fostering strong, supportive relationships that help students feel more connected to their school community.
An impact report from the program highlighted significant reductions in chronic absenteeism rates in schools that implemented the Success Mentors program (Balfanz & Byrnes, 2012). The program’s success is attributed to the personalized attention and consistent encouragement provided by the mentors.
A common thread through these three examples of mentoring programs is the emphasis on building strong, supportive relationships between mentors and students. Each study highlights the critical role of consistent, personalized mentorship in improving student attendance and academic outcomes.
When schools lean on community organizations and partners — as opposed to relying solely on existing school staff — they bring additional expertise, resources, and dedicated personnel to establish and sustain the supportive relationships that are so effective for attendance improvement.
Evidence-based approach #2: Focus on health
What the research says:
Mental and physical health issues, both chronic and acute, are a major driver of student absenteeism, impacting learning opportunities and academic outcomes (Allen et al., 2018, Lin et al., 2019). Urban districts with high asthma rates and colder climates typically see more chronic absenteeism (Johnson et al. 2019).
Additionally, inadequate classroom air quality correlates with more illness-related absences. While school nurses play a crucial role, partnering with community health organizations can significantly expand the medical personnel available to address student health needs and reduce absenteeism.
“Pediatricians and their colleagues caring for children in the medical setting have opportunities at the individual patient and/or family, practice, and population levels to promote school attendance and reduce chronic absenteeism and resulting health disparities.”
Allison, M., & Attisha, E. (2019)
Examples of program implementation:
The Children’s Clinic in Long Beach, California
California’s Long Beach Unified School District offers medical and social services through local non-profit The Children’s Clinic (TCC). TCC has both community- and school-based locations, and they are focused on serving children who are at risk for health problems or are from low-income families. TCC is a federally qualified provider, which means they offer services to all individuals regardless of their ability to pay, and provide a sliding fee scale based on income.
The Rales Health Center in Baltimore, Maryland
The Rales Health Center, located in an urban elementary/middle school, offers comprehensive pediatric services through a robust staffing model including a pediatrician, nurse practitioner, registered nurses, and a medical office assistant (Padula et al., 2018).
Evidence-based approach #3: Focus on basic needs
What the research says:
Ensuring that students’ basic needs are fulfilled is crucial for improving student attendance and overall well-being. Some students may need additional resources provided by school systems or community agencies in order to get these needs met.
The journey to school can be a significant hurdle for many students, with unreliable or unavailable transportation emerging as another key factor in chronic absenteeism. A 2021 study of families in Detroit found that transportation issues were the main barriers to attendance (Lenhoff, S. W., Singer, J., Stokes, K., & Mahowald, J. B.).
Example of program implementation:
Chicago’s Safe Passage program improves student safety and attendance by employing community members to supervise designated routes to and from schools. These workers monitor for potential dangers, deter crime and bullying, and build relationships with students and families.
By addressing safety concerns that hinder students from getting to school, the program resulted in a small but significant decline in the rate of absenteeism (McMillen, Sarmiento-Barbieri, & Singh, 2019). It also collaborates with schools, police, and local organizations, creating a comprehensive safety network while providing employment opportunities within the community.
Activate the community for student success
“Chronic absenteeism is a community-wide concern, and therefore must be addressed by the child’s surrounding community.“
2018 NEA Research Brief: Chronic Absenteeism
While often viewed as a straightforward issue between a student and her school, attendance is actually shaped by the complex ecosystem surrounding the student. This means that when we talk about reducing absenteeism rates, we should consider the broad network of individuals and organizations that can be activated to help. Healthcare providers, social service agencies, and even individual volunteers can play a role in reducing student absenteeism.
Since issues like homelessness, transportation, health care, and public safety tend to be at the root of major absenteeism, it is helpful for districts to engage public agencies and community partners who can address these challenges at scale.
Schools seeking to boost attendance can find an increasing array of potential collaborators among local businesses and charitable organizations eager to form partnerships.
Whether it’s a family grappling with food insecurity or a student lacking proper winter attire, community resources can fill these critical gaps. Health clinics, food banks, and clothing drives are just a few examples of how a united community can dismantle barriers to regular school attendance.
Use a Text Program to Facilitate Connections to Community Services
Connecting families to the right resources at the right time can be difficult and time-consuming. Family engagement programs designed to help all students, especially those from low-income families, can help schools and districts connect families to community resources.
The Trauma-Informed curriculum from ParentPowered is designed to strengthen Protective Factors—five key characteristics that mitigate risks and buffer the effects of trauma. Because one of these five factors is “Concrete Support in Times of Need,” ParentPowered Trauma-Informed also includes a Community Support Stream, which is a customizable set of text messages that connects families to local resources.
Schools and districts that use ParentPowered frequently provide links to essential supports such as healthcare, food access, and housing.
Additional Resources on Community Support for Attendance:
- Attendance Works, 2017. “Portraits of Change: Aligning School and Community Resources to Reduce Chronic Absence” (link)
- Future Ed & Attendance Works report: “Attendance Playbook: Smart Solutions for Reducing Student Absenteeism Post-Pandemic” (link)
- EdResearch for Action, 2023. “Reducing Student Absenteeism” (link)
- U.S. Department of Education’s National Student Attendance, Engagement, and Success Center
- 2017 Video: Building a Multi-tiered & Multisector Response to Chronic Absenteeism (link)
About the author
Curran Mahowald is a former high school language teacher turned education research advocate. In addition to having worked at ParentPowered, she has also designed parent-facing informational materials at Oakland Unified School District and currently works on improving national research-to-practice infrastructure at the Annenberg Institute for School Reform at Brown University. Curran holds an M.A. in Cognitive Science in Education from Teachers College, Columbia University and B.A.s in Linguistics and French from the University of Southern California.
