Schools are required to accommodate frequent absences when caused by a disability or chronic illness. For such students, a “health plan” should be developed as part of an IEP or a 504 Plan. Often, services and supports can be delivered in an alternative setting, such as a hospital, home, or rehabilitation center.
Chronic absenteeism may be rooted in an underlying problem such as school phobia, depression, anxiety, fear of bullying, or low self esteem, and reflect the failure to provide appropriate programs and services.
For students with disabilities, chronic absence can trigger responsibilities for an IEP team since they must address any “lack of expected progress.” The IEP team is required to consider providing related services for “a child whose behavior impedes the child’s learning,” which could include positive behavioral interventions, and supports and strategies to address the behavior. For example, if the student is absent due to depression or other emotional issues, the IEP team needs to meet and decide how to modify the plan. Caregivers should meet with the team to develop strategies, such as plans for easy re-entry to the classroom after absences, building up to a full day schedule, and looking for flexible ways to adjust course work and requirements. For some students, an alternative placement, virtual learning and/or flexible instructional hours may be needed.
For students who have not been identified as having a disability, chronic absenteeism can be a red flag, indicating the need for evaluation or assessment. Both Section 504 and IDEA contain a Child Find requirement that obligates schools to identify and locate students who meet the definition of an individual with a disability and inform them of their rights under the Act, including the right to a free appropriate public education.
Section 504 requires access to programs and activities sponsored by a school, including access to the curriculum. A truant student who qualifies under Section 504 may be provided access to the educational curriculum offered by the district through alternative means of receiving instruction outside of the traditional classroom setting, like virtual learning programs aligned to the district’s curriculum.
Attendance at Your School: Questions Parents & Educators Should Ask
- Does your school provide a welcoming atmosphere for ALL students and parents?
- Do students feel safe at school?
- What actions does the school take to follow up when a student is absent?
- Do teachers call parents/caregivers when a student is frequently absent?
- Does the school make efforts to understand WHY a student is absent?
- What steps has the school taken to forge a positive relationship with local law enforcement, business and community members to encourage students to come to school?
- Does the school use a reward system for good attendance?
Source: www.greatschools.org/gk/
Resources
www.schoolengagement.org – The National Center for School Engagement (NCSE) collaborates with school districts, law enforcement agencies, courts, and state and federal agencies to support youth and their families to be engaged at school.
www.acnj.org – Advocates for Children of New Jersey (ACNJ) works with local, state and federal leaders to identify and implement changes that will benefit New Jersey’s children.
smhp.psych.ucla.edu/pdfdocs/transitions/transitions.pdf – From the UCLA Center for Mental Health in Schools: Transitions: Turning Risks into Opportunities for Student Support
smhp.psych.ucla.edu/welmeet/welmeetcomplete.pdf – What Schools Can Do to Welcome and Meet the Needs of All Students and Families
