Breaking the Cycle: Understanding the Link Between Absenteeism and Discipline

As the 2024–2025 school year unfolds, educators are grappling with the ongoing challenge of keeping students engaged and in the classroom. Chronic absenteeism and disciplinary issues don’t just coexist—they fuel one another, creating a cycle that is difficult to break.

In our summer blog post, "Chronic Absenteeism Soars to 26%—What's Behind the Spike?”, we discussed how chronic absenteeism reached unprecedented levels, with rates soaring as high as 26%, according to the American Enterprise Institute. Factors like economic stress, limited access to resources, mental health challenges, and heightened discipline problems contribute to this surge. 

Building on that discussion, it becomes clear that absenteeism and disciplinary issues are deeply interconnected, each exacerbating the other. To break this cycle, schools must first understand how these factors interact. This post takes a closer look at the relationship between absenteeism and discipline and explores strategies to address these intertwined challenges. 

The Vicious Cycle of Absenteeism and Discipline

Chronic absenteeism—defined as missing 10% or more of school days in a year—has been rising steadily, particularly after the COVID-19 pandemic. A 2022 National Center for Education Statistics (NCES) report revealed that 72% of public schools saw an increase in chronic absenteeism during the 2021–22 school year.

Absenteeism is not just a symptom of broader issues; it actively contributes to academic struggles and behavioral challenges. Students who frequently miss school often struggle to reintegrate into the classroom environment, leading to frustration and behavioral issues that perpetuate further absenteeism.

Pandemic-Exacerbated Challenges

The COVID-19 pandemic has had a profound impact on students' socioemotional and behavioral development, which in turn has affected absenteeism and discipline. Key findings from the National Center for Education Statistics (NCES) illustrate the depth of these challenges:

• 87% of schools reported negative impacts on socioemotional growth.
• 84% observed declines in behavioral development.

This developmental toll has manifested in a surge of behavioral issues, including:

• Increased classroom disruptions (56%),
• Disrespect toward staff (48%), and
• Misuse of electronic devices (42%).

These issues contribute to a damaging cycle: students disengaged due to socioemotional challenges are more likely to miss school and face punitive measures when they return, perpetuating absenteeism and disciplinary actions.

The Broader Impact of Behavioral Shifts

According to the 2022 School Pulse Panel (NCES), more than 8 in 10 public schools have seen stunted behavioral and socioemotional development in their students because of the COVID-19 pandemic.

Minor offenses like tardiness and classroom disruptions have risen, further exacerbating the cycle of absenteeism and discipline. Addressing these behavioral changes through restorative and supportive approaches is critical to breaking this pattern and keeping students engaged.

Widespread Behavioral Impacts

NCES data reveal that the negative effects of the pandemic on student behavior are consistent across the U.S., regardless of region or school setting:

• 83% of schools nationwide reported adverse impacts on behavior. The chart below emphasizes that this trend is consistent across the entire country—Northeast, Midwest, South, and West.

• This trend held steady across all locations—urban, suburban, town, and rural schools as displayed in the chart below.
  
  

Addressing Disparities in School Discipline: Trends and Reforms in New York State

In New York State, research into school discipline practices has revealed significant disparities, prompting the NYSED Office of Student Support Services and its Safe Schools Task Force (SSTF) to investigate the systemic inequities underlying these issues. Here are some of the findings from the Safe Schools Task Force’s investigation into disparities in school discipline practices:

• Smaller districts rely more heavily on suspensions compared to larger districts, including New York City schools.
• Suspension practices disproportionately affect students of color and students with disabilities.

The Civil Rights Data Collection (CRDC) underscores these disparities, pointing to the urgent need for reform. Recommendations include:

• Implementing restorative justice practices,
• Providing training on implicit bias, and
• Revising school codes of conduct to reduce reliance on suspensions.

Additional Key Factors Contributing to the Absenteeism-Discipline Cycle

Several factors intensify the interplay between absenteeism and disciplinary issues:

• Academic Challenges: Struggling students may disengage and act out due to frustration, leading to both absenteeism and disciplinary issues.
• Parental Involvement: Low parental support increases the likelihood of absenteeism and disruptive behaviors.
• School Schedules and Management: Rigid schedules and ineffective management fail to meet individual needs, exacerbating challenges.
• Health Issues: Physical and mental health struggles contribute to both absenteeism and behavioral problems.
• Social Engagement: Students lacking connection to their school community are more likely to disengage, leading to absenteeism and misbehavior.

The Harmful Impact of Exclusionary Discipline

Exclusionary practices, such as suspensions, compound absenteeism and behavioral challenges. Disproportionately affecting students of color and students with disabilities, these practices lead to long-term consequences, including:

• Lower academic achievement,
• Higher dropout rates, and
• Increased involvement in the juvenile justice system.

A report by the New York State Education Department (NYSED), Recommendations for Reducing Disparities in and Reforming School Discipline in New York State, highlights that students who are suspended are significantly more likely to experience chronic absenteeism, making re-engagement and academic success even more difficult.

Reform Recommendations

To combat these issues, the NYSED report recommends equitable and restorative approaches that focus on keeping students in school and addressing the underlying causes of misbehavior.

Restorative Practices as a Solution

Restorative practices emphasize accountability, connection, and addressing the root causes of misbehavior. By integrating mental health resources and promoting social-emotional learning, these approaches directly address the drivers of absenteeism and behavioral challenges.

Research on Effectiveness

• Schools using restorative practices report a 20% reduction in suspensions and a 50% drop in expulsions (American Institutes for Research).

These practices help:

• Keep students in school,
• Promote holistic development, and
• Foster a supportive environment that reduces both absenteeism and disciplinary actions.

By shifting the focus from punishment to understanding and growth, restorative practices can disrupt the absenteeism-discipline cycle.

Upcoming Changes in Attendance Measurement 

Starting in the 2025-26 school year, New York State will introduce a new attendance measurement system as part of proposed amendments to the accountability section of the state's Every Student Succeeds Act (ESSA) Plan. Under these amendments, students will be assigned to one of four attendance "performance levels" based on the percentage of school days they attend: 

• Level 1: 85% or less 

• Level 2: 85.1% to 90% 

• Level 3: 90.1% to 95% 

• Level 4: 95% or more 

Importantly, under the new rules, suspensions and extended medical absences will not count as absences. This approach aims to provide a more accurate picture of student attendance by distinguishing between absences due to discipline and those due to genuine health issues. 

By differentiating these factors, the new system is expected to help schools address attendance issues more effectively and reduce the negative impact of disciplinary measures on students’ overall attendance records. This nuanced view of attendance can lead to: 

• Reduced Disciplinary Bias: Schools may be less inclined to use punitive measures that contribute to absenteeism if these measures do not adversely affect attendance metrics. 

• Better Support for At-Risk Students: By capturing a wider range of attendance patterns, schools can identify students at risk of both chronic absenteeism and disciplinary issues earlier. This allows for targeted interventions that address both problems concurrently. 

• Improved School Environment: With a clearer understanding of attendance patterns, schools can develop more supportive strategies that foster a positive learning environment, potentially reducing the need for exclusionary discipline. 

Experts believe that these changes will ultimately improve the overall school environment and support student success by addressing both absenteeism and associated disciplinary problems more effectively.

Strategies for Breaking the Cycle 

To break the cycle of absenteeism and disciplinary issues, schools can consider several strategies: 

• Early Identification and Intervention: Identifying at-risk students early and addressing the root causes of absenteeism can prevent it from becoming chronic. Tools like SchoolTool’s Early Warning Dashboard can help schools' pinpoint students who need extra support before problems escalate. 

• Positive Behavior Interventions:  Implementing Positive Behavior Interventions and Supports (PBIS) can help create a more inclusive and supportive school environment. Schools that adopt PBIS have reported reductions in both absenteeism and disciplinary incidents. For example, a high school implementing PBIS saw a 35% reduction in office discipline referrals and a 28% decrease in in-school suspensions within the first year. 

• Parental Engagement and Communication: Enhancing communication with families can also play a key role. The Greater Johnstown School District, for example, uses informative letters to engage parents about the impacts of absenteeism, which has helped reduce chronic absenteeism rates. 

• The Institute of Education Sciences (IES) suggests using text messaging as a cost-effective strategy to improve parental involvement and reduce absenteeism. Tools like SchoolTool’s integration with ParentSquare can automate this communication, sending personalized alerts and reminders to keep families informed and involved. 

Leveraging SchoolTool Advanced Analytics 

To effectively address absenteeism and disciplinary issues, schools can leverage data-driven tools like SchoolTool’s Advanced Analytics. These dashboards provide valuable insights into student attendance and behavior, enabling targeted interventions: 

• Discipline Dashboard: Helps schools keep track of disciplinary incidents, identify patterns, and assess the impact of behavior interventions. 

  
  

• Early Warning Dashboard: Integrates data on attendance, behavior, and academic performance to identify students who might be falling behind, allowing for early and targeted support. 

• Absenteeism Dashboard: Tracks attendance patterns, identifies students at risk of chronic absenteeism, and monitors the effectiveness of interventions. 

By utilizing these dashboards, schools can create a more supportive and responsive environment, ultimately reducing absenteeism and disciplinary issues. 

Creating a Path to Improvement 

Chronic absenteeism and disciplinary issues are deeply interconnected, presenting a challenging cycle. By understanding and addressing the underlying causes of absenteeism, schools can enhance the educational experience for all students. Utilizing data-driven tools and evidence-based strategies will help schools effectively tackle these issues. At SchoolTool, we’re committed to partnering with you to find solutions and support your students’ success.