To begin to reverse rising absenteeism, administrators can use funding provided by the CARES Act, ESSER II and the American Rescue Plan. FutureEd recommendations the following strategies:

Home visiting. In-person or virtual visits with a student’s family can reduce absenteeism when educators focus on building relationships rather than chastising or nagging families. Connecticut state leaders plan to spend COVID relief funds on an extensive home visiting campaign this spring and summer, in collaboration with community organizations.
Nudges. Letters and texts that alert parents to their children’s absences have proven effective because many parents don’t know how many days their children have missed.
Tutoring and mentoring. Caring relationships developed during high-dosage tutoring can strengthen a student’s sense of belonging. One such program is
Check & Connect, which is included in the U.S. Institute of Education Sciences’ “What Works Clearinghouse.”
The right school climate. An attendance messaging campaign and positive greetings—whether principals welcome families during drop off or teachers find special ways to greet students entering the classroom—will set a welcoming tone after COVID’s disruptions. In elementary school, well-organized recess can improve climate and, in turn, attendance.
Leveraging community partnerships. Examples include working with a local transportation agency to develop new methods for making it easier for students to get to school and partnering with nonprofits and faith groups to find volunteer tutors and mentors.
Data demands. Schools may have to upgrade data systems to be understand analyze the scope of attendance and absenteeism issues. Regular reports let teachers and administrators spot new patterns of absenteeism and students who need interventions.

Administrators can find more strategies in the “Attendance Playbook” published by FutureEd and Attendance Works in 2020.

Instant Insights /

6 ways to curb COVID's chronic absenteeism crisis

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