Chronic absenteeism continues to have an outsized impact on students from low-income communities. Although reactive strategies such as calling home after multiple absences may bring short-term compliance, schools must adopt an all-encompassing approach when looking at what drives attendance – including community barriers to health care and family engagement – which telehealth can play an invaluable role.
Effective employee absence management depends on having tools in place that automate and provide visibility of employee absences. Tools like vacation trackers can allow employees an easy way to report leave, while providing managers instantaneous access to accurate reporting. HR teams can alert site supervisors immediately when an employee calls out; with all relevant data at hand they can make more informed decisions regarding time off requests.
Streamlined call-in procedures are also crucial, as they help decrease the risk of inaccurate tracking. Employees want a fast and straightforward method for reporting an absence, as well as an employer receiving the data without manipulation. Many organizations opt to implement call-in systems that allow workers to log their absences online or via mobile apps – these systems offer management multiple data configuration options, including length or reason for call-out and frequency of calling outs in the past.
Another way to overcome health-related barriers to learning is providing easy access to both physical and mental care services, including school-based telehealth clinics that offer treatment and support for common issues that could otherwise lead them to miss class. Such clinics may be run by health professionals at school or community partners like local health centers; or simply made readily accessible and widely distributed via means such as emails, texts, social media posts and handouts that correspond with family language preferences.
Education leaders must understand the causes and potential solutions for absenteeism to ensure student engagement is maximized. Chronic absenteeism has been linked with lower academic performance and higher dropout rates, particularly in low-income communities and children of color. That is why policymakers, educators, and community organizations need to work closely together on developing proven strategies for increasing attendance and engagement.
Absenteeism among students is often related to health-related barriers, notably lack of access to mental health services. Stephanie Taylor, Vice President of Clinical Innovation for Presence Teletherapy provider, reports an upswing in client requests since the pandemic due to more children needing therapy services.
Community organizations can assist school districts in combatting chronic absenteeism by collecting and analyzing information regarding health-related barriers to attendance posed by students, then sharing this information. A key challenge lies in prioritizing which data needs to be gathered as well as organizing, storing, and disseminating it efficiently.
Data collection and analysis should reflect community priorities. This was one of the key takeaways from the Data You Can Use (DYCU) project, which demonstrated how when people — particularly communities of color and low-income residents– had access to relevant localized data that fit within their priorities, they were better equipped to come up with responses or advocate for resources or system solutions.
One community in Milwaukee that used DYCU’s data chats–community discussions designed to elicit residents’ perspectives and interpretations–found that residents were keen on understanding why there were high rates of homelessness among black families, thus giving them more knowledge to advocate for an extension of a county bus line into their neighborhood.
Although there are various frameworks designed to facilitate cross-sector data sharing [6-12], none specifically address community usage and engagement in this work. To address this need, the Center for Health Care Strategies created a tool called Community Data Action Planning Framework (CDAF), to guide communities through data-driven decision making processes. This facilitates DDDM.
The Community-Driven Analytics Framework (CDAF) offers a step-by-step approach for community data planning that integrates community data activities in order to develop and implement EBPs that address specific community priorities. So far, seven CTH communities –including two that served as data ambassador managers–have completed the CDAF and we asked their ambassadors about their experiences using it during Wave 1 as well as ongoing efforts they are leading in order to implement an ecosystem of community data in their localities.
Successful approaches to chronic absenteeism involve more than data collection and monitoring; successful solutions require collaboration among community partners to build the layered supports students need. A holistic approach takes into account factors like family support, housing/food security concerns, social connectedness and sense of belonging in school communities; reactive strategies like calling home after a certain number of absences may help get some children back into class, but fail to address the root causes.
Community Action Agencies may collaborate with community organizations that help families access resources and support services related to food, childcare, mental health care and other needs that impact student attendance. By doing so, they increase both their program offerings’ reach and impact while simultaneously creating a network of engaged families who participate actively in their child’s education.
District leaders and educators alike are turning to telehealth services like Attendance Works to combat chronic absenteeism. Through partnerships with schools, this nonprofit offers free remote teletherapy sessions for children struggling emotionally that could keep them from attending class. Their licensed therapists use real-time video chatting with them in either their homes or classrooms – helping children get back into classes faster while decreasing overall absenteeism rates. The program has proven highly successful in getting kids back to class faster while decreasing overall absenteeism levels significantly.
As absenteeism can have various causes, it’s essential that all families have equal opportunity for success. Parents need to trust that the local schools they select for their children will provide care and protection; when this trust exists they’re more likely to make efforts every day to bring their child or children there.
Provide access to comprehensive, culturally responsive support for all families is the only way to ensure every student has an equal chance at excelling at school and reaching their full potential. From community telehealth programs to school-based programs, when we come together as one we give every child hope of reaching their true potential.
Virtual care may seem exciting, but without taking time to understand and respond to people’s lived experiences it could make inequities worse. This is particularly relevant when it comes to mental health services where researchers have demonstrated teletherapy can improve chronic absence rates; but for optimal success it must deliver its message in an accessible and cohesive way with trusted partners.
Community action agencies fill this need. Their foundation is in the belief that low-income communities must have an input into designing and administering federal programs – what’s known as maximum feasible participation – thus CAA boards consisting of one third low-income community members, one third public officials, and up to one-third private sector leaders are essential in making sure maximum feasible participation can happen.
Community action agencies (CAAs) are unique in that they’re local initiatives. When families or individuals encounter crises, CAAs can quickly mobilize assistance and also support families on their path toward self-sufficiency.
CAAs can be an invaluable partner in combatting absenteeism. Their deep knowledge of their communities, relationships with families, and experience managing federal programs like Community Service Block Grant (CSBG), Low-Income Home Energy Assistance Program (LIHEAP), and Head Start can create a holistic solution to meet both short-term and long-term challenges that students face – such as integrating attendance and academics; conducting relational home visits; communicating in a respectful manner with families and creating a sense of belonging amongst all school community – all which contribute to improved student attendance and achievement.
