Abstract
Chronic absenteeism remains a critical issue in U.S. schools, particularly in urban communities disproportionately affected by poverty, trauma, and systemic inequities. Traditional attendance interventions often disregard the lived experiences of families, resulting in strategies that lack empathy and effectiveness. This perspective article draws on qualitative findings from parent focus groups conducted in a high-need urban district to emphasize what families believe schools should do to better support consistent attendance. Key themes highlight the necessity for practical resource support and two-way, trust-based communication between schools and families. Grounded in both practitioner experience and current research, this article presents actionable recommendations for developing family-centered attendance frameworks, enhancing staff capacity for trauma-informed engagement, and transitioning from punitive to partnership-based approaches. By centering parent voices and relational strategies, educators and school leaders can collaboratively build systems that foster trust, eliminate barriers, and improve student attendance outcomes in sustainable, equitable ways.
Recommended Citation
Felder, A. S. (2025). Listening to Families: A Perspective on Practice for Reframing Chronic Absenteeism Through Parent Voice. The Journal of Advancing Education Practice, 6(2). https://openriver.winona.edu/jaep/vol6/iss2/2
Included in
Early Childhood Education Commons, Educational Leadership Commons, Elementary Education Commons
