Chronic absenteeism, referring to a student who is missing more than 10% of the school year, is of rising concern for schools and districts nationwide.

Rates have doubled since the pandemic; from pre-pandemic levels of 13% to 26% for the 2022-23 school year.

When students aren’t in school, they can’t learn. One effective strategy has been to make visits home when possible, and reach out to parents.

But what about another aspect of the issue – a student’s own intrinsic motivation? This may not be the number one factor for all students; but for many, a lack of interest in school, not feeling connected at school, or not feeling safe at school makes them not want to attend. Or, if attending already would require great effort, these can be the final nail in the coffin.

Addressing Root Issues

In key findings from a recent survey conducted by Panorama, there was a correlation between school safety and climate and absenteeism in elementary and middle schools; and social awareness and absenteeism in high schools. More specifically for high school students, how students felt about the relationships they had with teachers was a big factor.

And it’s no wonder – do you want to go somewhere you feel unwelcome, where people don’t really know you? In the workplace, how does your relationship with your employer effect your desire to go to work? Oftentimes its the workplace climate that makes employees dislike their job. But, regardless of how you feel – you probably go to work because you know you have to in order to be paid.

For students, the consequences of missing school aren’t as tangible as not getting a paycheck. The lack of motivation may be coupled with not seeing a value in school. And too, many students have circumstances out of their control that prevent them from attending, or increase the difficulty. But just as missing work means missing pay, missing school means students are missing out on learning, social skills, and so much more. So, what can help?

Improving School Climate and Creating Time to Connect

Building time into the school day where students can connect with their teachers can build trust. Depending on the structure, it can also build camaraderie and support between students, creating a more warm, inviting school climate.

Many schools create Advisory for this purpose, WIN time, FLEX time, or a mixture of these. These are time periods built into the school schedule, preferably daily, that last roughly 30 minutes. In this post, we will refer to this time as FLEX. Granted, FLEX time isn’t going to fix the problem of chronic absenteeism, but it is a strategy that could help. Why?

The Root Issue
By addressing some of the root causes of chronic absenteeism like negative relationships with teachers, lack of interest in the curriculum, and overwhelm, FLEX can be a multifaceted tool to meet the individual needs of students.

FLEX is also a Tier 1 support – it is built into the school day and accessible for all students, not just some. Flex can also be used as a Tier 2 and 3 resource for those who need more intensive support. Essentially, it is providing time to get students whatever support or interventions they need.
There are other effective strategies as well such as home visits, attendance postcards, and more intensive check ins with trained attendance specialists. Examples of some evidence based interventions to address student absenteeism can be found here.

Using FLEX in Your District’s Plan to Combat Chronic Absenteeism

Your school or district can use FLEX as a multipurpose tool to help students who are chronically absent. Let’s take a look at some examples of how you could use FLEX for different student needs.

Enrichment Opportunities

Offer Enrichment opportunities during FLEX time. Encourage teachers to offer sessions during this time on things that would interest students. This could be a book club, gaming, music lessons, genius hour, video production, etc. How does this address absenteeism?

The enrichment piece ties into students desire to come to school. For some students, being able to spend a small portion of the school day doing something they love can help them have something to look forward to during the day.

Advising, Mentoring, SEL

Use FLEX as a time for students to meet with an adult they trust for advisement, a time they can meet with school counselors or psychologists.

Some schools may use FLEX as a way to give counselors a ‘class period’ where they can run small groups, or meet one-on-one with those who need it.

Academic Support and Tutoring

Opportunity for extra academic help is a huge contributor to student success. For students who feel behind or experience anxiety around certain subject they struggle with, time with a teacher or tutor one-on-one or in a small group can help them catch up, without missing class time or school – and getting even further behind. Stated in the New York Times piece linked above, “Students who are behind academically may not want to attend, but being absent sets them further back. Anxious students may avoid school, but hiding out can fuel their anxiety.” Just knowing there is the option like FLEX to get support during the school day may help some students feel less avoidant.

How Can Our School Structure FLEX Time?

Building FLEX time into your school’s schedule can take some work. But many schools have been successful in doing so.

To make the most of it, scheduling this time daily, preferably right before or after lunch, will give students the greatest chance of benefitting. As outlined above, you could offer a variety of different types of sessions during FLEX, ranging from enrichment offerings to interventions and counseling. You could even chose to assign a specific purpose to FLEX on different days on the week.

Many schools choose to use Monday for Advisory, or ‘Mentor Monday’ where students meet with the same teacher and group of students for their entire middle and/or high school career. This way they can plan out the week, as well as build connections and relationships.

Other days could be specifically designated to extra help sessions with teachers, enrichment projects like a Genius Hour, or independent work time. Your school or district should come up with a plan that works best for your students’ needs.

As you roll out FLEX, pay attention to attendance data, and use a system to track how well FLEX is working and being attended by students. As you develop a fuller picture of each student, their struggles, and what motivates the, you will better understand how to help them and support their families with the challenge of regular attendance.