Left out: Chronic Absenteeism in Elementary Schools

Author Information

Catarina Morrissette

Abstract/Description

In Massachusetts in 2022, approximately 33,000 students were chronically absent (missing ten percent of the 180- day school year) students (Buyinza, 2022). The purpose of this research project was to learn what strategies and programs work to support elementary students who are chronically absent, and why students are missing school. Chronic absenteeism impacts all academics but particularly reading levels; social skills and future career opportunities are also negatively impacted (DESE, 2022). Having resources to support educators and their students during these trying times is important for the success of a child’s educational future. As part of this project, teachers, administrators, school counselors, and attendance officers were interviewed to understand how they ensure chronically absent children receive academic and social-emotional support. It was discovered during this research that communication is a key task, between families and teachers and between teachers and administrators. Attendance should be a number one priority to schools because without children in the classrooms, who are educators going to prepare for the future?

Note on the Author

Catarina Morriss ette graduated with a bachelor's degree in May of 2024, majoring in English. Her research was completed in the summer of 2023 under the mentorship of Dr. Jeanne Carey Ingle (Department of Elementary Education) and made possible with funding provided by an Adrian Tinsley Program summer research grant. Catarina presented the completed version of this paper at the National Conference of Undergraduate Research (NCUR). In the Fall of 2024, she plans to continue her studies with BSU as an English Major. Catarina also plans on obtaining her secondary education teaching licensure in the near future.

Recommended Citation

Morrissette, Catarina (2024). Left out: Chronic Absenteeism in Elementary Schools. Undergraduate Review, 18, 100-105.
Available at: https://vc.bridgew.edu/undergrad_rev/vol18/iss1/12

Rights Statement

Articles published in The Undergraduate Review are the property of the individual contributors and may not be reprinted, reformatted, repurposed or duplicated, without the contributor’s consent.