Address chronic absenteeism with students with disabilities
Attendance is a topic of discussion in many schools. When students attend school consistently, they have increased opportunities to experience academic and social success. However, some students struggle with regular school attendance and are chronically absent. Specifically, chronic absenteeism is an area of concern for students with disabilities. Let’s examine why students with disabilities may be chronically absent and ways to address this concern.
Chronic absenteeism is “missing ten percent or more of the academic year for any reason, including excused and unexcused absences and suspensions (Virginia Department of Education, n.d.).” For a student in Virginia, having 18 or more absences would be considered chronically absent. A student who is chronically absent is more likely to struggle and may not graduate on time (Holyfield, 2022; Cortiella & Boundy, 2018). Studies show that students with disabilities are 1.4 to 1.5 times more likely to be chronically absent than their non-disabled peers (Louisiana Department of Education, 2023; Cortiella & Boundy, 2018; Sundius et al., 2017).
A student with a disability may be absent for different reasons. Health-related concerns contribute to attendance issues. In comparison to their non-disabled peers, students with disabilities are almost three times more likely to have a chronic physical or mental health condition that requires regular medical care or treatment (Louisiana Department of Education, 2023). Physician visits, services from other health-related service providers external to the school, and side effects from medication can contribute to their missed school days (Cortiella & Boundy, 2018). Another factor contributing to absences for students with disabilities is the use of exclusionary discipline (i.e., suspensions). Students with disabilities may be suspended for non-violent or subjective offenses such as tardiness, absenteeism, defiance, and disrespect (Louisiana Department of Education). Students with emotional disabilities, in particular, have the highest rate of chronic absenteeism and are overrepresented in school suspension data (Sundius et al., 2017). Additional reasons contributing to a student’s chronic absenteeism include transportation issues, family issues, food insecurity, and housing insecurity (Holyfield, 2022; Sundius et al., 2017).
When students with disabilities are not in school, they are unable to receive the services outlined in their Individualized Educational Program (IEP), which can affect their academic and social progress. What are ways educators can support students with disabilities and their attendance?
- Nurture a positive school climate. A positive school environment encourages all students, including students with disabilities, to want to attend school (e.g., greeting students by name at the door, actively involving student and family voice, positive acknowledgement for student efforts). It fosters positive relationships between teachers, staff, and students and creates a safe, supportive, welcoming environment for students and families (Naff et al., 2023). Students with disabilities will feel more safe and comfortable and be more inclined to come to school.
- Analyze attendance data regularly to know if absenteeism is a concern for students with disabilities (Sundius et al., 2017). Through data analysis and problem-solving, schools can identify if and/or why students are chronically absent. If the cause is not related to the student’s disability, then the division/school can select and implement practices/actions to address the cause(s). For example, if students are absent due to transportation issues, division and/or community resources can be identified to address the issue.
- Include attendance as a discussion item in all IEP meetings. If a student is struggling with attendance, the IEP team can determine if it is due to a disability-specific issue. Talking with the student and the family to identify the cause of the missed school days (e.g., feeling isolated, struggling academically) will help the team consider revising the IEP to include a goal and/or intervention to support the student’s need(s) and to, hopefully, reduce their absenteeism (Sundius et al., 2017).
- Examine a school’s discipline data to identify students with disabilities who are being suspended or expelled (Sundius et al., 2017). After identifying the students, dig deeper to determine the behaviors that resulted in the suspensions and expulsions. Discuss if the behaviors may be a result of the student’s disability. If they are, then the IEP team can meet to determine how to support the student’s needs (e.g., conduct a Functional Behavioral Assessment, revise a Behavior Intervention Plan) and to reduce their absenteeism (Louisiana Department of Education, 2023).
Attending school on a regular basis is important for all students, especially for students with a disability. When they are in school, students with disabilities are able to receive the instruction and services that help them move toward the goal of graduating on time and acquiring the skills to be successful after high school. As schools monitor the attendance of students with disabilities and analyze the root cause(s) of their absences, they can identify solutions to effectively support helping a student with a disability to consistently attend school.
References
Cortiella, C., & Boundy, K. B. (2018, April). Students with disabilities and chronic absenteeism. (NCEO Brief #15). University of Minnesota, National Center on Educational Outcomes.
Holyfield, C. (2017). Demographic predictors and reasons for chronic absenteeism amongst secondary students with disabilities. [Thesis, University of South Florida]. Digital Commons at University of South Florida.
Louisiana Department of Education. (2023). Guidance for leading inclusive special education programs: Supporting attendance for students with disabilities. https://bit.ly/3ZC0P5A
Naff, D., Khawaji, F., Meadowes, Dupre, K., Sahin Ilkorkor, Z., Flynn, J., Samuel, J., Tillery, C., & Sheriff, M. (2023). Strategies for addressing chronic absenteeism in the post-pandemic era. Metropolitan Educational Research Consortium.
Sundius, J., Halle, P., Boundy, K., & Cortiella, C. (2017, December 12). ESSA implementation: Keeping students with disabilities in school. Attendance Works. https://www.attendanceworks.org/essa-implementation-keeping-students-with-disabilities-in-school/
Virginia Department of Education. (n.d.). Attendance and school engagement. Virginia Department of Education. https://bit.ly/48vUv3A
For more information, contact Chris Frawley ([email protected]), Program Specialist, T/TAC at VCU.