Chronic absence [1] is one of the strongest predictors of lower academic performance and later dropout. It is also a risk factor for mental health and substance use concerns. National data show that rates surged during the COVID-19 pandemic, peaking at roughly 31 percent in 2021–2022 and declining slightly to 28 percent in 2022–2023. Research identifies a complex set of drivers that combine health, family, socioeconomic, and school/community challenges. Policymakers can use this evidence to guide targeted interventions to improve student attendance and education-related outcomes.

Health is a Key Factor in Student Absence

Chronic disease (i.e., most commonly asthma, obesity, and behavioral or mental-health disorders) and reduced access to health insurance are strongly linked to missed school days.

• Children with asthma or behavioral problems are two to four times more likely to be chronically absent.
• Asthma management barriers (e.g., limited access to medication and poor air quality) contribute to higher absence, particularly in lower-income families.
• Mental- and behavioral-health conditions (e.g., depression, anxiety, and ADHD) increase absence risk due to difficulty with concentration, social engagement, or motivation.

Socioeconomic & Maltreatment Factors Influence Attendance Barriers

Socioeconomic Factors

• Students from low-income households often face increased health concerns, food insecurity, and housing instability, all of which have been associated with student absence.
  • Nationally, chronic absenteeism rates are highest in schools serving low-income communities, where students face greater barriers to consistent attendance (e.g., housing instability, transportation challenges).
• Economic disruptions during and after the pandemic intensified these barriers, especially in rural districts that had access to fewer resources and higher poverty rates.
• Structural barriers such as limited transportation access, high childcare costs, and insufficient caregiving supports increase students’ risk of absenteeism.
• Socioeconomic instability, such as frequent moves, housing insecurity, or parents working multiple jobs, can make it harder for students to maintain daily attendance and consistent school routines.

Maltreatment Factors

• Children who have experienced maltreatment are also more likely to have issues with absence compared to students who have not had CPS involvement.

School and Community Context Influence Attendance

Community Factors

• Geographic variation shows that absence reflects not only individual factors but also local infrastructure such as transportation, health access, and school resources.
• Chronic absenteeism tends to be higher in rural schools, where geographic isolation and limited access to services can create additional barriers to consistent attendance.

School Factors

• Students in alternative or specialized education settings report higher absence than peers in traditional schools, reflecting different attendance tracking and student needs.
• Federal and state analyses highlight that student disengagement (i.e., feeling disconnected from peers or learning) is one of the strongest predictors of chronic absence.
• Differences in school climate, access to supportive staff, and availability of transportation or extracurricular opportunities also influence attendance, with students in under-resourced schools more likely to miss class regularly.

Policy Options

Policymakers can improve attendance by addressing root causes and strengthening systems that support students and families. Approaches tailored to specific populations and communities are more likely to be effective as there is not a one-size-fits all intervention that can fully address the complex root causes of chronic absence.

• Standardize assessment of chronic absence.
  • Use comparable measures for attendance to define chronic absence (e.g., ½ day counts in some states and not others).
• Expand data-driven early-warning systems.
  • Build statewide systems to identify attendance risk early and target supports to students before they reach chronic levels.
  • Consider implementing low-cost technology (e.g., AI/machine learning) that can more accurately identify at-risk students, providing an opportunity for earlier intervention.
• Address health-related causes.
  • Reduce absences linked to chronic conditions by framing absence as a public health issue and improving collaboration with healthcare providers and local health systems.
  • Schools with coordinated health plans for students with asthma or behavioral needs report fewer absences and improved engagement.
  • There is increasing research focused on how school nurses can help reduce absenteeism rates.
• Support families through integrated services.
  • Coordinate with transportation, health, and nutrition agencies to reduce barriers to school attendance such as unreliable transit or food insecurity.
• Strengthen school–community partnerships.
  • Leverage multi-tiered approaches that combine mentoring, family outreach, and mental health services, which have shown effectiveness in other states.
  • Example: Ohio’s Model Student Assistance Program (part of a multi-tiered system of support).
• Invest in rural and low-income district capacity.
  • Direct resources to communities with the highest absence rates for improving infrastructure, health, and outreach supports.
  • Strengthen school climate through consistent staffing, expanded extracurriculars, and strong student–adult relationships.
• Consider adopting concrete targets to help strategically cut rates of chronic absence.
  • Targets establish benchmarks, facilitate urgency, and offer definitions of success when accomplished.

[1] Chronic absence can be defined as missing 10 percent or more of the school year for any reason. However, because districts use different criteria for what counts as an approved or excused absence, measures of absence may not be consistent across locations. Moreover, not all absences are equally likely to negatively impact student outcomes (e.g., chronic absence vs. absences for extracurricular activities or family vacations). Carefully defining absence can help policymakers better address root causes that impact key outcomes.