Key points:
Chronic absenteeism remains a challenge nationwide, despite efforts to return to normal after the pandemic. And the data suggests we are far from solving it. Right away, one in four classroom seats is empty – almost double since the pandemic. This alarming trajectory could have long-term consequences for students, who will face not only immediate academic setbacks, but long-term setbacks as well. consequencesaffecting their health as adults, their employment prospects and income, and even increasing their risk of involvement in the criminal justice system.
There are reasons to be optimistic, however. Fourteen states, including Nevada, Virginia and New Mexico, recently committed to a five-year commitment halve rates of chronic absenteeism. The pledge calls on state leaders and policymakers to come together, reflecting the consensus that it will take a concerted, inclusive approach to solving this problem. But while this commitment is a big step forward, schools need concrete classroom strategies to truly make a difference. This is where social-emotional learning comes into play.
Developing social-emotional skills addresses the primary reasons why students become disengaged from classroom learning. This is why schools that adopt social-emotional learning programs see reduced absenteeism, higher student engagement and motivation, a stronger sense of community among students, better academic performance and fewer dropouts. So how exactly can social and emotional skills reduce absenteeism?
Social-emotional learning directly addresses bullying, a major factor in chronic absenteeism.
Bullied students are five to six times more likely miss school. As someone who is often absent due to bullying, I understand how it can make school unbearable. I faked illness and found every excuse to stay home. In our work with schools across the country, we’ve found that social-emotional learning programs teach children vital skills like empathy, emotional regulation, and responsible decision-making. These skills not only reduce bullying and victimization, but also encourage students to intervene and support their peers. Decades of research show that these same social-emotional skills help create safer, more supportive school environments that lead to fewer incidents of bullying. And when students feel safer, they more likely attend school more regularly.
Social-emotional learning strengthens teacher relationships, which are a powerful driver of school attendance.
Research consistently shows that when students feel connected to their teachers, they more likely go to school. I know this first hand. My fifth grade teacher, Mrs. Butler, transformed my life by taking the time to understand the root causes of my poor attendance. She met me before school, connected with my family, and worked as a true partner to guide and support me. Her genuine care made me feel seen, valued, and motivated to go to school. My personal experience aligns with broader research. Schools that tested relationship-centered approaches experienced chronic absenteeism going from 27.5 percent to 21.4 percent in just one year. When teachers prioritize connection, using social-emotional development to build empathy and trust, students feel more supported and are more likely to attend school regularly.
Social-emotional learning strengthens family engagement, a critical factor in reducing absenteeism.
Take Sharon Bradley, truancy expert and longtime educator, whose Texas school district has a chronic absenteeism rate of just 6 percent compared to the national average of almost 30 percent. The district’s success comes from integrating social and emotional principles to prioritize teacher-student relationships and promoting communication and empathy to build trust with students and families. Bradley highlights the need to understand the root causes of absenteeism, whether it is bullying, family difficulties or physical or mental health problems. When students feel this two-way connection between their home and school lives, they feel safe to share their struggles, creating trust that allows schools to step in and provide the support needed to keep students engaged and attending school.
Social-emotional learning is essential for engaging high school students, who are the most likely miss school.
As students become more independent in high school, they make more choices about their educational path and future, including whether or not to attend classes. The solution once again points to relationships. Students who reported a strong relationship with their teacher were more likely to come forward. Connections and social-emotional skills like making informed decisions and managing stress are also related to higher commitment. Developing strong social-emotional skills provides the foundation for future success and is even considered a stronger indicator whether students will drop out of school than test scores. Parents, teachers, and counselors play a vital role in shaping the student experience and helping teens stay engaged and engaged in their education.
What school leaders can do
School leaders play a central role in supporting strategies to reduce absenteeism. Make sure social-emotional learning goals are part of your school’s strategic plan. Communicate the importance of the social-emotional learning program and strategies to all staff and families. Describe the research behind developing social and emotional skills and its relationship to increasing engagement and reducing absenteeism. Along with absenteeism data, track the implementation of your school’s social-emotional learning program. Create an implementation team to support program goals and implementation fidelity.
What Classroom Teachers Can Do
The positive changes schools see through social-emotional learning programs are inspired by small actions that connect teachers to students and students to their school – simple interactions like greet the students and listen to their ideas. Students who see their ideas valued and transformed into meaningful actions are more likely feel invested in their school and motivated to participate in classroom and school activities. When teachers understand their students’ unique strengths, challenges, and interests, classrooms become supportive places where students feel safe to learn and talk about their educational needs.
Chronic absenteeism is a complex challenge, but part of the solution is already available to educators. Social-emotional learning programs offer a proven and effective solution for improving multiple educational outcomes. My own story and decades of research confirm that when students have strong relationships with their teachers, feel connected to school, and develop essential daily life skills, we can begin to fill empty desks and transform students disengaged into fully engaged learners. Let’s fill our classrooms with connected children by adopting effective solutions already within our reach.
