An Introduction to Chronic Absenteeism

 An Introduction to Chronic Absenteeism

By Jai Abbott, Disability Justice Educational Intern

An Empty High School Classroom by Harrison Keely 

After the COVID-19 pandemic, rates of chronic absenteeism have almost doubled, from 17% of American youth in the 2018-2019 school year to 31% in the 2021-2022 school year qualifying as chronically absent (US Department of Education and Transportation). As students are missing more school, there is increasing evidence of learning loss, as well as social isolation. While there is significant conversation about chronic absenteeism within educational settings, this article attempts to serve as an introduction for those who are not familiar with the topic, providing statistical evidence for who’s most affected by this phenomenon, why, and what we can do about it. 

Chronic absenteeism is defined as missing 10% or more of the school year. Different populations are more likely to experience absenteeism, with more than half of New York City students living in the shelter system meeting the threshold (Evelly, 2026). Children from low income families are 2 to 3 times more likely to be chronically absent compared to other children (Attendance Works, 2026). Students with disabilities are also about 1.5 times more likely to be chronically absent than their nondisabled peers (Federation for Children With Special Needs). Prior to the pandemic, English learners were not found to be more consistently absent than their peers (DiMarco, 2026), however, they are now 20% more likely to experience chronic absenteeism as compared to non English learners (US Department of Education, 2025). Simultaneously, white students experienced smaller hikes in absenteeism than their peers in nearly every state measured. “White students’ attendance remains closest to pre-pandemic levels, averaging about 5.5 points above baseline. Black students remain nearly 9 points above pre-pandemic levels, and Hispanic students, nearly 10 points” (DiMarco, 2026). 

Absenteeism has been repeatedly shown to have negative effects on students and their families. Students who are chronically absent for multiple years between kindergarten and second grade are much less likely to read at grade level by third grade. Reading below grade level is correlated with a 4 times reduction in high school graduation rates (US Department of Education, 2025). “Students who miss a lot of school are also more likely to experience weaker school connectedness, reduced engagement, and fewer stable relationships with trusted adults in the school building” (North Carolina Department of Public Instruction, 2026). Low income students, who are already more likely to be chronically absent, also experience the worst impact of absenteeism, with stronger negative impacts on literacy and overall cognitive development (Ready, 2010). Chronic absenteeism also reduces student access to non academic resources that schools provide, such as food, counselors, and peer-to-peer support. Finally, repeated unexcused absences could cause legal complications for families, including losing options for public assistance, and occasionally, prosecution for truancy (George Washington University).

Chronic absenteeism has many causes, these include a lack of effective transportation to and from school. A Michigan study found that school buses increase attendance rates, with the largest positive effect on children of low income families (Edwards, 2023). Another Michigan study found that housing instability alone was the greatest predictor of chronic absenteeism (Erb-Downward & Watt, 2018). Children are also more likely to be chronically absent when experiencing bullying or mental health issues (Wisconsin Office of Children's Mental Health, 2025). Physically disabled students experience more absenteeism due to “chronic health conditions, fatigue and other side effects from medication, anxiety caused by bullying and harassment, inappropriate or inadequate special education and related services, trauma, food, and housing insecurity.” (National Center on Educational Outcomes, 2018). While schools cannot intervene in student health conditions, they can make steps to ensure that schools are accessible regardless of disability, language, housing status, race, or income level. 

Evidence based solutions to chronic absenteeism occur in many settings. 

In the school

•  Intervene early, including utilizing communication with families, connection to resources, and mentorship. Adjust intervention in response to different levels of need:
• “Tier 1 (for all students): welcoming climate, clear expectations, strong routines, universal communication, positive norms, prevention focus
• Tier 2 (for some students): small group supports, mentoring, targeted communication, rapid problem-solving meetings, short-cycle plans
• Tier 3 (for a few students): individualized case management, coordinated services, re-entry plans, wraparound supports, intensive mental health interventions when needed”  (North Carolina Department of Public Instruction, 2026)
•  Implement the CREW model, “a small-group advisory structure where students meet regularly with a consistent adult advisor to build community, practice social-emotional skills, and receive academic and personal support”, a study found less than half the rate of chronic absenteeism in schools with CREW as compared to schools without (New York City Comptroller, 2025).
• Ensure that accessibility plans are followed for disabled students, increasing trust and student competency. 
• Utilize anti bullying programs. An international study found that TEI (Tutoría entre Iguales), KiVa (Prevention, Intervention, Annual Monitoring), and Mediation Teams all reduced instances of bullying (Sainz & Martin-Moya, 2023).  

In the district

•  Utilize programs such as New York’s Attendance Matters, which target the unhoused populations most likely to experience chronic absenteeism, and implement progress tracking, cross-agency coordination, and trauma-informed care (Treglia et al., 2023).  
• Ensure that school mental health programs ensure adequate funding, and that counselors are available to all students (New York City Comptroller, 2025). 

In the city and state

•  Prioritize housing programs that allow students to stay in one school without disruption (Jackson, 2026). 
• Explore urban design that creates walkable and bikeable routes surrounding schools (U.S. Department of Education & U.S. Department of Transportation).
•  Offer free or reduced public transportation fares for students in K-12 schooling, replicating existing programs such as The Student Transportation for Academics and Responsibilities (STAR) Program (Leon County Schools). 
•  Ensure that financial support systems such as WIC, TANF, and SNAP retain funding and that application processes are streamlined to reduce economic strain.

At Mentor A Promise, we believe that education is an essential tool in breaking the cycle of housing instability. Chronic absenteeism is common within the populations that we serve, and interferes in the educational and social outcomes families want to achieve. We hope that by increasing awareness of this issue, and by recommending solutions, we can play a role in making schooling both accessible and welcoming to all.