Reducing Chronic Absence in Connecticut's Schools: A Prevention and Intervention Guide for Schools and Districts

Who else can be involved in reducing chronic absence?

In School and Engaged

“Students, especially those at risk, will not be in school and engaged unless we work together to uncover and remove the barriers to good attendance. In Connecticut, we see this work as the responsibility of multiple community partners.”

– Charlene Russell-Tucker, Chief Operating Officer, Connecticut State Department of Education, Co-Chair, Chronic Absence Strategic Action Group, Committee on Children: Results Based Accountability (RBA) Children’s Report Card

Improving student attendance is the responsibility of an entire community, not just schools. Community partners (parents, neighborhood residents, civic organizations, businesses, city and county agencies, faith leaders, etc.) are instrumental to every level of a tiered approach.

Community partners can help send the message that missing just two days a month can hinder a child’s success in school. Additionally, partners can provide recognition for good and improved attendance as well as address common barriers to getting to school such as poor health, unreliable transportation, or the lack of a safe path to school. If larger numbers of students are chronically absent, then it is a sign that you may need to cultivate additional adults who can help mentor and support students.

Attendance Works’ toolkit, Count Us in! Working Together to Show That Every School Day Matters, provides ways to involve and enlist community stakeholders. It includes a variety of options for promoting good attendance, including a calendar of “What to Do When” and specific activities for different stakeholder groups.

For more information, visit our list of Resources.