Schools Rethink Approach to Absenteeism

The attendance crisis in schools is a complex issue that cannot be solved by simply punishing students for their absences. Instead, engagement and relationship-building are key to improving attendance, according to Luvelle Brown, Ed.D, Superintendent of the Ithaca City School District in New York.

In the Ithaca City School District, administrators and staff have made a conscious effort to build relationships with students and their families. This approach has led to a culture of love and a sense of community that is essential for student success.

Relationship-Centered Outreach

Outreach efforts are most effective when led by individuals who are already embedded in the community. These individuals understand the rhythms of the neighborhood and can communicate with families in a way that is authentic and respectful.

In Ithaca, senior leadership team members, administrators, teachers, social workers, and staff have all taken on the responsibility of building relationships with families. They do this by spending time in homes, community centers, and other neighborhood programs.

The Importance of Language

Language plays a critical role in building relationships. When communication reflects the way people naturally speak and express themselves, barriers come down and conversations become more authentic and meaningful.

This approach requires courage and a willingness to listen without being defensive. It also demands honesty and vulnerability, which can be uncomfortable but is essential for building trust.

Research Supports Relationship-Centered Approach

Engagement, not enforcement, is the answer to absenteeism. In the Ithaca City School District, we have long understood that relationships are not peripheral to the work; they are the work.

The Ithaca City School District’s approach to attendance has been informed by the understanding that outreach cannot be distant, procedural, or impersonal. Rather than simply punishing students for absences, the district is working to build relationships and provide support to families.

Dr. Brown notes that this work is not extra, it is the work. Building systems that serve communities requires a deep understanding of the community’s needs and a commitment to relationship-building.

It is a matter of sharing responsibility and being willing to stand in the community with authenticity, humility, and purpose.

They must share responsibility.

Luvelle Brown emphasizes that building systems that serve communities requires a deep understanding of the community’s needs. The district’s approach to attendance is based on this understanding and has led to a significant shift in how they think about attendance and engagement. Rather than simply punishing students for absences, they are working to build relationships and provide support to families, which is essential for student success.