Chronic Absenteeism: Causes and Perceived Prevention Indicators

Student absenteeism has been a persistent challenge for schools in Pennsylvania and across the United States for many years. Since the COVID-19 pandemic, rates of habitual truancy have increased significantly, creating additional concerns for educators and policymakers. This mixed-methods study sought to identify the factors contributing to increased truancy and to examine potential indicators that may help prevent habitual absenteeism. Data were collected through surveys, interviews, and a document review to address the following research questions: What are the most common reported causes of truancy at Keystone Jr.-Sr. High School? How do mental health diagnoses affect student attendance? What impact does participation in extracurricular activities and clubs have on student attendance and truancy? Survey data were gathered from three parents and three students associated with habitual truancy at Keystone Jr.-Sr. High School. Interviews were conducted with the building’s two school counselors and the district magistrate who serves the area. Additionally, a document review was completed for 31 students identified as habitually. Together, these data sources provided multiple perspectives on the causes of habitual truancy and potential strategies for reducing absenteeism. Findings indicated that mental health concerns, poor bedtime routines and excessive electronics use, and an undervaluing of education were among the primary contributors to habitual truancy. Conversely, consistent access to mental health services and participation in school-based activities, including extracurricular programs, clubs, and work-release opportunities, were associated with improved attendance and reduced absenteeism. Based on these findings, recommendations are provided for both the school district and the school to support improved student attendance and reduce habitual truancy.