Why SEL must be part of the chronic absenteeism solution

Key points:

Chronic absenteeism remains a nationwide challenge, despite efforts to return to normalcy post-pandemic. And the data suggests we are far from solving it. Right now, one in four classroom seats sits empty–nearly double since the pandemic. This alarming trajectory could have a long tail for students, who will face not only immediate academic setbacks, but also long-term consequences, affecting their health as adults, job prospects and earnings, and even increasing their risk of involvement with the criminal justice system.

There is reason for optimism, though. Fourteen states–including Nevada, Virginia, and New Mexico–recently committed to a five-year pledge to cut chronic absenteeism rates in half. The pledge calls on state leaders and policy makers to join efforts, reflecting the consensus that it will take a concerted, all-hands-on-deck approach to address this issue. But while this pledge is a big step forward, schools need actionable classroom strategies to make a real dent. That’s where social-emotional learning comes in.

Social-emotional skill building tackles the core reasons students disengage from classroom learning. That is why schools that embrace social-emotional learning programs see reduced absenteeism, higher student engagement and motivation, a stronger feeling 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 tackles bullying, a major driver of chronic absenteeism.

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

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

Research consistently shows that when students feel connected to their teachers, they are more likely to attend school. I know this firsthand. My fifth-grade teacher, Ms. 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. Her genuine care made me feel seen, valued, and motivated to attend school. My personal experience aligns with broader research. Schools that piloted relationship-centered approaches saw chronic absenteeism drop from 27.5 percent to 21.4 percent in just one year. When teachers prioritize connection, using 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 engagement, 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 of nearly 30 percent. The district’s success comes from integrating social and emotional principles to prioritize teacher-student relationships 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’s bullying, family challenges, or physical or mental health concerns. 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 to miss school.

As students grow more independent in high school, they make more choices about their educational path and future, including whether to attend class. The solution again points to relationships. Students who reported a strong relationship with their teacher were more inclined to show up. Connections and social-emotional skills like making informed decisions and managing stress are also linked to higher engagement. Building strong social-emotional skills sets the foundation for future success and is even considered a stronger indicator of whether students will drop out than test scores. Parents, teachers, and counselors play critical roles in shaping students’ experience and helping to keep teens stay engaged and committed to their education.

What school leaders can do

School leaders play a pivotal part in supporting the 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. Outline the research behind the development of social and emotional skills and its relationship to increasing engagement and reducing absenteeism. Alongside absenteeism data, track your school’s social-emotional learning program implementation. Create an implementation team to support program goals and implementation fidelity.

What classroom educators can do

The positive shifts 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 students and listening to their ideas. Students who see their ideas valued and turned into meaningful action are more likely to feel invested in their school and motivated to engage in classroom and school 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 one part of the solution is already accessible to educators right now. Social-emotional learning programs provide a time-tested and effective solution for improving 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 learners. Let’s fill our classrooms with connected kids by embracing effective solutions already at our fingertips.