Recess and Incentives: A Solution to Kids Skipping School?
In the bustling town of Medford, Massachusetts, a high school principal took a bold step in addressing chronic absenteeism among her students. Flerentin “Flex” Jean-Baptiste, a student at Medford High, found himself repeating his freshman year due to excessive absences. He missed a total of 30 days during his first year, feeling frustrated with the monotony of daily school routines. However, his experience changed when the principal introduced a novel approach – allowing students to participate in organized sports during lunch if they attended all their classes. Essentially, she offered high schoolers recess.
For Jean-Baptiste, this incentive provided him with something to look forward to. As a result, his absences decreased by half the following year. The impact was not limited to him alone; the school saw a significant decline in chronic absenteeism rates, dropping from 35 percent in March 2023 to 23 percent in March 2024, marking one of the most substantial improvements among Massachusetts high schools.
Years after the disruption caused by the Covid-19 pandemic, the issue of attendance continues to plague schools across the nation. Data collected by The Associated Press in collaboration with Stanford University economist Thomas Dee revealed that nearly one in four students in the 2022-23 school year were considered chronically absent, missing at least 10 percent of the academic year. This alarming statistic translates to approximately 12 million children in the 42 states and Washington, D.C., where data is available.
Prior to the pandemic, only 15 percent of students exhibited such high levels of absenteeism. While society has largely moved past the immediate impacts of Covid-19, schools are still grappling with the lingering effects of extended closures and remote learning. For many students, the transition back to in-person schooling has been overwhelming, tedious, or socially challenging, leading to a higher propensity to stay home. This trend poses a significant barrier to academic progress and overall well-being.
Despite efforts to address attendance issues, absentee rates remain elevated in all states except Arkansas compared to pre-pandemic levels. Nonetheless, there has been a slight improvement in absenteeism rates from the previous academic year to the current one in almost every state. Schools are increasingly focusing on identifying students with declining attendance and providing targeted interventions to support them. Enhancing communication with parents, who may not always be aware of their child’s absences or the implications of chronic absenteeism, is also a priority.
Addressing Chronic Absenteeism Through Innovative Approaches
In Oakland, California, chronic absenteeism surged from 29 percent pre-pandemic to 53 percent in the 2022-23 academic year across district and charter schools. In response to this alarming trend, the district sought input from students on what would motivate them to attend classes regularly. The feedback was clear – students expressed a desire for financial incentives and mentorship.
To meet these needs, a grant-funded program was implemented in spring 2023, offering 45 students $50 weekly for achieving perfect attendance. Additionally, students engaged in daily check-ins with assigned adults and completed weekly mental health assessments. While financial rewards may not provide a long-term solution, they served as an initial motivator for students facing challenges such as unstable housing or familial responsibilities.
The results were promising, with over 60 percent of participants showing improvement in their attendance. The program’s success underscored the importance of tailored interventions that address the diverse needs of students. Furthermore, district-wide initiatives aimed at fostering a sense of belonging, such as Oakland’s African American Male Achievement project, have shown promise in improving attendance rates by pairing students with supportive mentors.
Research has indicated that students who can relate to their educators are more likely to attend school regularly. A study led by University of Pennsylvania professor Michael Gottfried highlighted the significance of representation in the classroom. Students expressed the importance of seeing someone who reflects their cultural background early in the day, emphasizing the role of teachers in creating a supportive and inclusive learning environment.
For Golden Tachiquin, a recent graduate of Oakland’s Skyline High School, the impact of a caring teacher was transformative. Amidst feelings of anxiety and disorientation upon returning to school after a remote freshman year, Tachiquin struggled with chronic absenteeism. However, she found solace in an Afro-Latina teacher who understood her cultural identity and encouraged her academic pursuits, fostering a sense of belonging and support.
Conversely, negative interactions with teachers can exacerbate absenteeism, as experienced by Tachiquin when faced with discouraging remarks from another teacher. These contrasting experiences underscore the pivotal role educators play in shaping students’ attitudes towards school and attendance.
Implementing Student-Centric Strategies to Improve Attendance
At Medford High School in Massachusetts, Principal Marta Cabral recognized the need for innovative solutions to enhance student engagement and attendance. While traditional approaches had limited success, the introduction of lunchtime gym sessions emerged as a game-changer in addressing chronic absenteeism. Cabral emphasized the importance of providing high schoolers with opportunities for physical activity and freedom during the school day, acknowledging the significance of balancing academics with recreational outlets.
The impact of such initiatives goes beyond mere attendance numbers; chronic absenteeism poses a significant risk of illiteracy and eventual dropout for students. Moreover, students miss out on crucial social interactions, counseling services, and nutritional support provided by schools. Recognizing these multifaceted challenges, schools are increasingly adopting holistic approaches to address absenteeism by identifying root causes and offering tailored interventions.
In Fresno, California, Fort Miller Middle School grappled with high rates of chronic absenteeism, with issues such as lack of clean laundry and transportation barriers cited as primary reasons for student absences. To alleviate these challenges, the school implemented practical solutions, including providing access to laundry facilities for families and offering transportation services to students who missed the school bus.
The impact of these initiatives was profound, with Fresno’s chronic absenteeism rates improving to 35 percent in the 2022-23 academic year. Melinda Gonzalez, a student at the school, highlighted the significance of these interventions in overcoming barriers to attendance. For students like Gonzalez, access to basic resources and support systems can make a world of difference in ensuring consistent school attendance and academic success.
Recognizing the Interconnected Nature of Attendance and Mental Health
As schools grapple with the complex issue of chronic absenteeism, it is crucial to recognize the interconnectedness of mental health and attendance. Research conducted by the University of Southern California revealed a strong correlation between emotional well-being and absenteeism among students. Alarmingly, nearly a quarter of chronically absent students exhibited high levels of emotional or behavioral problems, as reported by parents, compared to their peers with regular attendance.
The study underscored the profound impact of emotional symptoms, particularly among adolescent girls, on school attendance. Addressing mental health concerns is essential in promoting consistent attendance and academic engagement. Schools are increasingly incorporating mental health support services and initiatives to create a supportive environment for students facing emotional challenges.
In response to the heightened awareness of mental health issues, more than a dozen states now permit students to take mental health days as excused absences. While this policy signals a positive shift towards prioritizing student well-being, it also highlights the need for comprehensive strategies to address mental health concerns and their impact on attendance patterns. Hedy Chang, of Attendance Works, emphasized the importance of breaking the cycle of disengagement that can result from prolonged absences due to mental health struggles.
Conclusion
In conclusion, chronic absenteeism remains a pressing concern for schools across the nation, exacerbated by the lingering effects of the Covid-19 pandemic. Addressing absenteeism requires a multifaceted approach that encompasses incentives, mentorship, mental health support, and community engagement. By implementing student-centric strategies and fostering a supportive learning environment, schools can effectively combat chronic absenteeism and promote positive attendance habits among students. As educators, policymakers, and stakeholders collaborate to address attendance challenges, prioritizing student well-being and academic success must remain at the forefront of efforts to ensure equitable access to education for all.
