Chronic absenteeism has become one of the defining challenges facing American schools. Students are missing more school than they did before the pandemic, when absenteeism was already labeled a national crisis. The consequences are serious: lower grades, higher dropout rates and long-term economic and social harm.
Illness is not the main driver
Illness is universal, but it is not the whole story. Nearly all students miss school at least occasionally for physical health reasons — this is simply the reality of schooling. But illness alone isn’t a major driver of chronic absenteeism. When we look at students who miss many days of school, it’s the less common reasons that contribute the most — such as suspensions, taking care of family members, transportation barriers, mental health struggles and “just didn’t want to go.”
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In some cases, these causes produce two to three times as many absences than illness. Students are also clear about what might help. “I think maybe they could provide more therapy or counseling, or more mental health days on campus,” one shared. Schools cannot treat mental health as a marginal issue when solving the absenteeism problem.
Engagement predicts attendance
Perhaps the most striking finding from recent surveys is how strongly student engagement predicts attendance. Teens who say they care “a lot” about how they do in school miss about 10 fewer days per year than peers who say they care less. Students themselves recognize the role of motivation. “People just want to stay at home, watch YouTube and do whatever they want,” one teen said.
But engagement is not just about individual grit. Relationships matter. “Sometimes knowing that a teacher cares about where you are or what’s happening in your life means a lot,” a student told researchers. Follow-up from teachers makes a big difference. “Teachers who are like, ‘Hey, I saw you having a hard time. Let me know if you need anything’ — for me, it makes me want to put in more effort.”
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Data systems need overhauling
Current attendance systems focus on whether absences are “excused” or “unexcused.” That distinction may satisfy state reporting requirements, but it does little to illuminate root causes. Schools need better data. Systematic, specific information about why students are missing school — whether it’s anxiety, caregiving responsibilities, transportation barriers or disengagement — is essential.
Targeted interventions can yield outsized returns. A relatively small group of students may be caring for siblings, lacking reliable transportation or facing repeated suspensions. But for those students, these factors drive chronic absence. Districts should aim policies at what’s most impactful.
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Rebuilding expectations
Third, and most importantly, schools must rebuild engagement and expectations. Improving engagement should not be an afterthought. Students who feel connected to school, who believe adults care about them, who hear from those adults about the importance of attending school and who see value in what they are learning show dramatically better attendance patterns.
If schools focus only on what is most common, they will miss what is most consequential. Our results highlight the urgency of making school a place students want, and feel able, to attend. Better data, targeted supports and a focus on relationships are not add-ons. They are strategies to improve attendance.
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