Chronic absenteeism in schools is often rooted in challenges far beyond a student’s control, from working to help their family make ends meet to mental health struggles. Recognizing this, metro school districts are rethinking traditional approaches, focusing on building relationships, tailoring support and creating engaging environments to bring students back to the classroom. Their efforts highlight a growing awareness that attendance barriers often require innovative, compassionate solutions to improve student absenteeism.
Chronic absenteeism by the numbers
Approximately 37 percent of Oklahoma City Public School District students were considered chronically absent during the 2023-24 school year because they missed at least 10 percent of required instruction days. In Norman Public School District, approximately 17 percent of students were considered chronically absent during the same period, according to data contained in the district’s state report card.
These statistics underscore the widespread nature of attendance challenges and the urgent need for tailored solutions to address chronic absenteeism in schools.
Student feedback sparks positive change
In November, Oklahoma City Public Schools brought together students from six traditional high schools with a task force composed of OKCPS officials and community partners looking for ways to lower chronic absenteeism in schools. They asked the students what made attending school hard and how the district could help.
“The kids were very candid in their answers,” said Ariel O’Shields, the district’s attendance advocacy coordinator.
Students are seeking stronger relationships with teachers, administrators and mentors; culturally responsive curriculum; career exploration opportunities and other incentives to motivate them to get to school.
“The best attendance interventions are going to be things that don’t seem like they’re related to attendance,” explained O’Shields. “It’s going to be exciting classes … knowing you’re cared about in school … strong peer-to-peer and peer-to-adult connections.”
Addressing barriers beyond the classroom
Part of the current student absenteeism problem is habits set during the pandemic.
“Erring on that side of precaution and safety meant that we stayed home,” said O’Shields.
According to fall 2024 attendance figures, 32 percent of OKCPS students are on track to miss at least 10 percent of the district’s 168 days of required instruction.
“One of the big misconceptions about attendance is only truancy … or unexcused absences matter,” said O’Shields. “But … when we as a district are looking at academic achievement and social skills development, we’re worried about any time missed from the classroom.”
Alisha Suffield is assistant superintendent of student achievement and accountability for Oklahoma City Public Schools. Suffield was surprised to discover how many teenage students are choosing work over school.
“It’s not that they don’t believe there’s value in school,” said Suffield. “They’re making very difficult choices of ‘do I go to work and help contribute to my family or do I show up for this elective that I really don’t need as a credit to graduate?’”
The district is considering schedule adjustments that would allow students to work and attend school.
“We need to look innovatively [at] where we have flexibility to meet kids where they are and what some of those individual needs are around specific barriers,” said Suffield.
At every OKCPS school, groups of principals, assistant principals, counselors, nurses, attendance advocates and social workers come together monthly to discuss kids by name and by need to identify what the barriers are that keep a student from coming to school and then connect families or students with appropriate resources.
Kaiser Elementary, for example, reduced its chronic student absenteeism rate by 10 percent with the help of a bilingual team that works with the school’s high Hispanic population.
“It’s talking to the family, just finding out what’s going on with them,” said O’Shields. “Additionally, sending home letters, providing that parent education.”
Proactive support
For Stephanie Williams, improving attendance in the Norman Public School District is not a one-size-fits-all approach.
Williams, the district’s executive director of student services, chairs a committee tasked with streamlining attendance procedures while finding creative ways to reengage students and families. The committee includes NPS health and counseling directors, principals and attendance secretaries. Members work to develop clear, consistent messaging about attendance to educate families.
Communication is at the center of efforts to counter chronic absenteeism in schools, which cost the district nearly 20 percent of students in the 2023-24 school year.
“It is just really getting people to understand that nothing is going to replace having the kid in school, in the seat, interacting with their peers … and having that teacher in front of them,” said Williams. “There’s a renewed focus on the importance of kids being at school and how we communicate that to our families.”
The committee focuses on three levels of support. A tier one approach could be a weekly assembly where a principal promotes the value of in-class instruction. Or it could be proactive communication with parents and guardians.
“One of the big things for us is conversations,” said Williams. “We don’t want to just have our conversations with parents about, ‘Hey, your kid’s not here today. Why are they not here?’ It’s been more proactive, reaching out ahead of time [to say]: ‘Hey, noticed your child’s been here all week. We’re so glad.’ It doesn’t always have to be a negative.”
Research shows punitive measures “won’t fix the problem,” according to Williams.
Tier two strategies focus on attendance improvement and include attendance letters and direct contact from administrators and counselors.
Direct communication with families has revealed some children struggle with issues like extreme anxiety.
“Being able to have that conversation with the family is just really important,” said Williams. “But I think not waiting for the family to … come to us [is also important]. It may not be comfortable to share that challenge, so the meetings are really helpful.”
Tier three options are implemented when a child is considered chronically absent and include referrals for community support along with parent education classes and partnerships.
“We always make sure we’ve exhausted all our options,” said Williams. “But at the end of the day, the main goal is to make sure that we are trying to reengage a kid and get them back to school.”
Building a community of support
Parents can help reduce chronic absenteeism by tracking their child’s absences, understanding attendance benchmarks and communicating with educators about barriers their child faces. Employers can support families by offering flexible schedules, and community members can engage students in their lives by discussing their school experiences and goals.
Chronic absenteeism in schools often stems from broader systemic and personal challenges, requiring a collective effort to address. By listening to students, supporting caregivers and adapting to community needs, local schools are improving attendance and building stronger connections with families, ensuring every student has the opportunity to thrive.
4 ways parents can help reduce chronic absenteeism
- Keep track of your child’s absences. Print a school calendar and mark the days missed.
- Know the 10% chronic absenteeism threshold for your school. For example, OKCPS has 168 days on the student calendar, so students should aim to miss less than 16 days this year.
- Always call your student’s school to report absences.
- If you’re having ongoing issues getting your child to school, let your school or district know. They may have resources to help.
Editor’s note: This article is the second in the series What’s Right with Our Schools, highlighting the innovative and inspiring programs shaping education in the Oklahoma City metro. Each installment explores a different theme, showcasing how educators, administrators and communities are coming together to create meaningful opportunities for students.
To learn more about the impact of chronic absenteeism on local schools, read an op-ed by Steven Stefanick, M. Ed., Harding Charter Preparatory School District Superintendent. Stefanick shares insights into policies surrounding student absences and the root causes that schools face.
