New Toolkit Aims to Reduce Chronic Absenteeism in Schools
A new research-backed toolkit spotlights practical ways school leaders and educators can talk with parents of chronically absent students—and do it in a way that actually moves the needle on attendance. The goal is simple and concrete: use better messages to help more children show up to class, more often.
How the Pandemic Shifted Attendance
In the wake of COVID-19, attendance patterns changed dramatically. Roughly 25% of students in U.S. schools have been identified as chronically absent, meaning they’re missing at least two school days a month. To respond to this surge, a study set out to translate the research into clear, usable strategies that school leaders, teachers, and community partners can put in front of families to encourage more regular, in-person attendance.
The research concludes that the old way of communicating about attendance—warnings, reminders, and one-size-fits-all notices—doesn’t resonate like it used to. Lina Eroh, a senior director at Overdeck Family Foundation, underscores the need for updated approaches that reflect what parents are actually thinking and feeling about getting their children back into classrooms.
Key Findings From the Study
Conducted by the Ad Council Research Institute (ACRI), the study drew on input from more than 5,000 parents to understand how they view school attendance. One headline finding: messages that lean on fear or blame, focusing on the negative consequences of absences, aren’t effective at improving attendance.
By contrast, positive messages that spell out the full benefits of consistent, in-person attendance—emotional growth, social connection, and academic progress—are far more compelling. Alongside the research, the toolkit offers examples of constructive messages schools can adapt and use.
What Parents Say—and Do
The study captures several themes in how parents see their child’s education and attendance:
- Parents value in-person school for concrete reasons: chances to connect with peers, build relationships with teachers, and benefit from more personalized learning.
- They see academics as one part of a larger picture that also includes social skills and emotional well-being.
- Many keep a close eye on grades and general performance, yet may still treat routine absences as acceptable.
- Trust matters. Parents prefer to hear about attendance directly from their child’s teachers.
Why the Message Matters
Derrick Feldmann, the lead researcher, points to a whole-child approach when talking with families about attendance. When schools shift from stressing academic risks to highlighting the broader development that happens in school—relationships, routines, and learning—parents are more likely to engage and act.
Looking Ahead: Strategies for the 2024-25 School Year
As the new school year gets underway, the toolkit offers timely guidance to raise awareness among parents and nudge day-to-day choices that support attendance. It’s designed to complement ongoing work—from early warning tactics to proactive outreach—by giving staff a common, research-grounded message playbook.
Hedy Chang, founder of Attendance Works, stresses that tackling chronic absenteeism is essential. The findings echo what educators see on the ground: conversations that focus on the wide range of benefits students gain when they’re in school regularly are both practical and persuasive.
Local Momentum to Improve Attendance
School and district leaders widely agree that steady attendance is foundational to student success. Some local campaigns—such as Rhode Island’s #AttendanceMattersRI—have coincided with a decline in chronic absenteeism in their communities. Rhode Island’s education commissioner has praised the new Ad Council resources as helpful tools educators across the country can use.
Upcoming Virtual Event
To accompany the toolkit launch, a live webinar will walk through the research in depth and feature expert-led discussions. Attendees will be able to explore the findings, compare notes on what’s working, and share strategies that foster positive, consistent attendance. It’s a practical forum for educators and community partners to learn together.
Frequently Asked Questions
What’s the main purpose of the toolkit?
It equips school leaders, teachers, and community partners with research-backed messages and ready-to-use examples that engage parents and support more regular, in-person attendance.
How has chronic absenteeism changed since COVID-19?
Rates have risen sharply. About one in four students in the U.S. is now considered chronically absent, which the study describes as missing at least two school days per month.
Which messaging approaches work best?
Positive, benefit-focused messages—emphasizing emotional, social, and academic gains from showing up—outperform messages that dwell on the downsides of absences. Messages delivered by a child’s own teachers are especially trusted.
What do parents value about in-person school?
Parents point to real-life advantages: their children make friends, connect with teachers, and get more personalized learning—all of which support both well-being and academic progress.
Is there a virtual event tied to the toolkit?
Yes. A live webinar will provide an in-depth look at the research and include expert discussions where participants can examine findings and exchange effective practices to improve attendance.
