Why SEL must be part of the solution to chronic absenteeism

Key points:

Chronic absenteeism remains a nationwide challenge, despite efforts to return to normal after the pandemic. And the data suggests we are far from solving it. Right now, one in four seats in the classroom It is empty, almost double since the pandemic. This alarming trajectory could have long-term consequences for students, who will face not only immediate academic setbacks, but long-term setbacks as well. consequencesaffecting their health in adulthood, their job prospects and income, and even increasing their risk of becoming involved in the criminal justice system.

However, there are reasons for optimism. Fourteen states, including Nevada, Virginia and New Mexico, recently committed to a five year commitment halve chronic absenteeism rates. The pledge calls on state leaders and policymakers to join forces, reflecting the consensus that a concerted and hands-on approach will be needed to address this issue. But while this commitment is a big step forward, schools need practical classroom strategies to make a real impact. That's where social-emotional learning comes into play.

Developing social-emotional skills addresses the primary reasons students disengage from classroom learning. That's why schools that adopt social-emotional learning programs see Reduced absenteeism, increased student engagement and motivation, a stronger sense of community among students, improved academic performance and fewer dropouts. So how exactly can social and emotional life skills reduce absenteeism?

Social-emotional learning directly addresses bullying, one of the main drivers of chronic absenteeism.

Students who are bullied are five to six times more likely miss school. As someone who was often absent due to bullying, I understand how this can make school feel unbearable. I pretended to be sick and found every excuse to stay home. In our work with schools across the country, we've seen that social-emotional learning programs teach children vital skills like empathy, emotional regulation, and responsible decision-making. These skills not only reduce bullying and victimization, but also encourage students to intervene and support their peers. Decades of research show that those same social-emotional skills help create safer, more supportive school environments that lead to fewer incidents of bullying. And when students feel safer, they are most likely attend school more regularly.

Social-emotional learning strengthens relationships with teachers, which is a powerful driver of school attendance.

Research consistently shows that when students feel connected to their teachers, they are most likely to attend school. I know it first hand. My fifth grade teacher, Mrs. Butler, transformed my life by taking the time to understand the root causes of my poor attendance. She met with me before school, connected with my family, and worked as a true partner to guide and support me. Their genuine attention made me feel seen, valued, and motivated to attend school. My personal experience aligns with broader research. Schools that tested relationship-centered approaches experienced chronic absenteeism fall from 27.5 percent to 21.4 percent in just one year. When teachers prioritize connection and use social-emotional development to build empathy and trust, students feel more supported and are more likely to attend school regularly.

Social-emotional learning strengthens family participation, a critical factor in reducing absenteeism.

Take Sharon Bradley, an absenteeism expert and longtime educator, whose Texas school district has a chronic absenteeism rate of just 6 percent compared to the national average. almost 30 percent. The district's success comes from integrating social and emotional principles to prioritize relationships between teachers and students and fostering communication and empathy to build trust with students and families. Bradley emphasizes the need to understand the root causes of absenteeism, whether it is bullying, family challenges, or physical or mental health issues. When students feel that two-way connection between their home life and school, they feel safe to share their struggles, creating a trust that allows schools to intervene and provide the support needed to keep students engaged and attending school. .

Social-emotional learning is key to engaging high school students, who are the most likely miss school.

As students become more independent in high school, they make more decisions about their educational path and future, including whether to attend classes. The solution once again points to relationships. students who reported a strong relationship with their teacher were more inclined to come forward. Connections and social-emotional skills, such as making informed decisions and managing stress, are also linked to greater commitment. Developing strong social-emotional skills lays the foundation for future success and is even considered a strongest indicator whether students will drop out of school than test scores. Parents, teachers, and counselors play critical roles in shaping the student experience and helping teens remain interested and engaged in their education.

What school leaders can do

School leaders play a critical role in supporting strategies that reduce absenteeism. Make sure social-emotional learning goals are part of your school's strategic plan. Communicate the importance of social-emotional learning curriculum and strategies to all staff and families. Summarize the research behind developing social and emotional skills and their relationship to increasing engagement and reducing absenteeism. In addition to absenteeism data, track the implementation of your school's social-emotional learning program. Create an implementation team to support program objectives and implementation fidelity.

What classroom educators can do

The positive changes schools see from social-emotional learning programs are inspired by small actions that connect teachers to students and students to their school: simple interactions like greeting to the students and listening to their ideas. Students who see their ideas valued and turned into meaningful actions are most likely feel involved in their school and motivated to participate in school and classroom activities. When teachers understand their students' unique strengths, challenges, and interests, classrooms become supportive places where students feel safe to learn and talk about their educational needs.

Chronic absenteeism is a complex challenge, but part of the solution is already available to educators right now. Social-emotional learning programs provide an effective, time-tested solution to improve multiple educational outcomes. My own story and decades of research confirm that when students have strong relationships with their teachers, feel connected at school, and develop essential life skills, we can begin to fill empty desks and turn disengaged students into fully engaged students. . Let's fill our classrooms with connected children by adopting effective solutions that are already within our reach.