Teacher Training to Combat Chronic Absenteeism with SEL

Chronic absenteeism is a critical issue facing schools nationwide, the consequences of which are undermining students' academic progress, social development, and future success. Reducing chronic absenteeism requires a comprehensive approach, with training and professional development for school staff playing a pivotal role. There are numerous evidence-based training strategies that teachers, school site administrators, and district administrators can enact to enhance student attendance using social-emotional learning (SEL) practices.

Understanding the Rise in Chronic Absenteeism

Chronic absenteeism, defined as missing 10% of school days or more in a school year, is a complex problem with many contributing factors. However, standing out among major social-emotional factors responsible for the rise in chronic absenteeism are the following.

• Mental Health. Recent years have seen a 20% rise in anxiety disorders and a 37% rise in clinical depression diagnoses among children and adolescents. Mental health challenges significantly impact students' ability to attend school regularly.
  
• School Climate. A positive school climate, which promotes safety and strong relationships, can improve attendance. Conversely, a negative climate can increase absenteeism. Students who do not feel safe or connected at school are less likely to attend regularly.
  
• Low School Involvement. A lack of perceived purpose, interest, or motivation in school is associated with higher absenteeism. When students do not see the value in their education, they are more likely to miss school.
  

The issues behind chronic absenteeism can be particularly difficult to address when they compound over time. For example, mental health challenges can be a reason why a student stays home from school, and staying home from school can increase anxiety around returning, creating a self-reinforcing feedback loop that makes it all the more difficult to interrupt patterns of behavior. Similarly, a poor school climate can increase absenteeism, and high absenteeism rates contribute to a poor school climate; students who are less involved in school are more likely to be absent, and students with many absences have less opportunity for meaningful involvement. 

The Impact of Chronic Absenteeism on Student-Teacher Relationships

An important piece of the absenteeism puzzle to examine, particularly when discussing teacher and staff training, is the relationships students and teachers build in classrooms and around campus. Prolonged absences disrupt student-teacher relationships, diminishing students' sense of belonging and connection to the school community. Training teachers to recognize and address the emotional and social impacts of absenteeism can help rebuild these relationships and foster a more inclusive classroom environment.

Recent findings suggest that teachers view chronically absent students as being less academically and socially capable, and these assumptions can influence their behaviors toward students in ways that cause further alienation. For example, calling on students less due to a presumed lack of understanding of the material can make students feel less engaged in classroom learning, less liked by their teacher, and less encouraged to participate in future activities and discussions. It’s for reasons like these that teachers and staff need to be trained in active re-engagement strategies that make students feel welcome in their classrooms. 

Giving Educators Practical Strategies for Reducing Chronic Absenteeism

Training educators to understand and address the root causes of chronic absenteeism includes staff at all levels: district and site administrators, teachers, counselors, and non-teaching staff. Well-trained staff can identify at-risk students, implement effective interventions, and create a supportive school environment that encourages regular attendance. Educators with different positions and backgrounds each have unique opportunities to plan and execute prevention and intervention strategies, provide family education and support, and offer direct support to students, making training and professional learning important at multiple levels. Below is a non-exhaustive list of the types of training and learning opportunities schools and districts can provide as part of their comprehensive attendance improvement plans. 

1. Early Intervention and Data-Driven Strategies

Training in early intervention and data analysis can help educators identify and support at-risk students before absenteeism becomes chronic. Key elements include:

• Using Attendance Data. Training on how to collect, analyze, and use attendance data can help teachers identify patterns and intervene early. Even if schools have attendance teams, teachers are often best equipped to identify patterns early so that action can be taken as soon as possible. 
  
• Developing Individual Attendance Plans. Educators can learn to create tailored attendance improvement plans that address each student's specific needs. This type of training can be particularly helpful for new teachers whose teacher preparation programs may have never covered such topics. 
  
• Collaborating with Support Services. Training on how to work with counselors, social workers, and community organizations can help educators understand how to provide comprehensive support for students and families. This training can happen at the beginning of each school year or as your school or district's support services change. 
  
  

2. Professional Learning on SEL

SEL training equips educators with the skills to support students' emotional and social needs, promoting a positive school climate and deterring absenteeism. Key components of SEL training include:

• Understanding SEL Fundamentals. Educators should be trained in the core competencies of SEL—what they are, how they manifest, and how to help students develop them within the context of their classroom. 
  
• Integrating SEL into the Curriculum. Students’ social-emotional development doesn’t stop outside of explicit SEL lessons, so SEL is most effective when it is woven throughout the school day. Training should focus on incorporating SEL into daily lessons and activities in teachers’ various subjects, making it a seamless part of the school experience. 
  
• Using SEL Assessment Tools. Educators can use tools like the Waypoints assessment suite to monitor students' skill development, celebrate their growth, and identify those in need of additional support. As part of a comprehensive schoolwide implementation approach, these tools and the data they provide can also be useful for counselors and as part of a multi-tiered system of supports (MTSS) across campus. 
  

3. Restorative Practices Training

Restorative practices focus on building a strong, positive school community and resolving conflicts through inclusive dialogue. They move beyond punitive measures and focus on repairing relationships so that all parties involved in a conflict can move forward positively. 

Restorative practices are a relevant and integral part of chronic absenteeism prevention and reduction, in that students who experience conflict at school and/or feel unjustly treated by their school may be more likely to skip school. Restorative practices can help improve peer relationships and student-teacher relationships and thus encourage higher engagement and better attendance. Training can cover: 

• Conducting Restorative Circles. Educators learn how to facilitate circles where students can express their feelings, resolve conflicts, and build mutual understanding. Wayfinder’s Restorative Practices Collections can help educators at all levels build and maintain healthy relationships with and among their students. 
  
• Holding Restorative Conversations. Training educators to have one-on-one restorative conversations with students can help address issues related to absenteeism. Teachers and educators can often use these conversations to understand the core reasons behind a student’s attendance patterns and become better able to address them. 
  
• Creating Restorative Discipline Policies. Administrators can develop policies that prioritize restorative approaches over punitive measures. District-level training for site administrators can help educate them on why restorative policies work better than punitive measures, how to implement them, and how to help their staff uphold them. 
  
  

4. Cultural Competence + Accessibility Training

Understanding students' diverse backgrounds and experiences is crucial not just for solid pedagogy but also for addressing the underlying causes of absenteeism. Training should cover:

• Cultural Competency. Educators should learn to acknowledge their students’ cultural backgrounds and use varied teaching methods so that those with different experiences, strengths, and preferred learning styles can have the opportunity to engage deeply and meaningfully and feel welcomed and valued by their school. This work is also instrumental in helping educators build attendance improvement plans with students and families in ways that make sense in their lives. 
  
• Accessibility. Training should help educators identify signs of trauma and implement strategies to support students affected by adverse experiences. Accessibility training may also cover strategies for teaching neurodiverse learners. Such training can help educators encourage positive attendance habits by building safe and supportive classroom environments for all students. 
  
  

5. Family Engagement Training

Engaging families in attendance initiatives is vital for success. It can help educate families on the impact of absences, address any misconceptions, and build good attendance patterns. Family engagement is also critical in the event that an attendance intervention is needed. Training may include the following. 

• Communicating Effectively with Families. Educators should be trained in clear, empathetic communication techniques to build strong relationships with families. 
  
• Conducting Home Visits. Educators may need training on how to conduct respectful and productive home visits to understand and address barriers to attendance. Depending on staff and duties, this training may include counselors, a dedicated attendance team, or teachers who may be called upon to conduct a home visit throughout the school year. 
  
• Organizing Attendance Workshops. Training for school site administrators can help them provide informational workshops to educate families on the importance of attendance and how they can support their children.
  
  

6. Mentorship and Peer Support Development Training

Mentorship and peer support can significantly impact student attendance. Training can include guidance on:

• Establishing Mentorship Programs. Educators can be trained to set up and manage mentorship programs where students are paired with trusted adults for guidance and support.
  
• Facilitating Peer Support Groups. Training can also include how to create and facilitate peer support groups that provide a sense of community and accountability among students. Including SEL activities and lessons within these groups can be a powerful way to offer students support.
  
  

Implementing Training Programs

To effectively implement these training programs, school and district administrators should:

• Allocate Resources. Ensure that sufficient resources, including time and funding, are dedicated to professional learning in SEL and attendance strategies.
  
• Schedule Regular Professional Learning Sessions. To reinforce learning and practice, offer ongoing training opportunities rather than one-time workshops.
  
• Create Professional Learning Communities. Establish communities where educators can share experiences, discuss challenges, and collaborate on strategies to improve attendance.
  
• Monitor and Evaluate Training Impact. Use feedback and data to assess the effectiveness of training programs and make necessary adjustments.
  
  

Combating chronic absenteeism through effective training and professional development is a powerful strategy for schools. Training programs that equip teachers and administrators with the skills to address students' social and emotional needs are essential. These programs not only improve attendance but also enhance the overall educational experience, helping students succeed and thrive throughout their school years.

Join educators nationwide who are using Wayfinder to address chronic absenteeism at its source. Click here to explore Wayfinder resources for addressing chronic absenteeism and learn how to build purpose + belonging for students.