In the 2004-2025 school year, the Federation for Children with Special Needs conducted focus groups with families across five language communities (Portuguese, Spanish, Haitian Creole, Chinese, and English-speaking) to better understand the root causes of student absenteeism. These conversations illuminated the lived experiences behind chronic absence data, revealing a web of health concerns, cultural disconnection, mental health challenges, and institutional rigidity.
A Language of Blame
Families in multiple groups described how the term “chronic absenteeism” often feels accusatory. Portuguese-speaking families in particular noted that the concept is rarely explained clearly, and when it appears in IEP meetings, it often serves as a tool to blame parents rather than invite collaboration. Spanish- and Haitian Creole-speaking parents echoed this concern, reporting that districts escalate concerns about attendance without prior conversation, sometimes bypassing interpretation services or cultural understanding.
“If the IEP is already complicated, ‘chronic absenteeism’ just feels like more blame.”
Mental Health, School Refusal, and a Crisis of Belonging
Across all language groups, families named student mental health as a driver of school refusal. Students experiencing anxiety, depression, or trauma (especially following COVID) may resist attending school, especially when they feel misunderstood or unsupported. Chinese-speaking parents described high school students staying home for weeks at a time, while Haitian Creole families shared stories of elementary students being sent home prematurely or left unsupported. English-speaking families noted that anxiety, academic stress, and peer conflict frequently lead to missed days.
Bullying and lack of culturally responsive environments also emerged as key reasons students feel disconnected or unsafe in school.
Health, Safety, and the Limits of Flexibility
Families shared a wide range of health-related concerns, from chronic illnesses to post-COVID immune vulnerability. Portuguese-speaking parents described children missing dozens of school days due to legitimate health concerns, only to face rigid district policies and delays in providing alternative placements. Haitian parents raised concerns about transportation safety, citing specific incidents of injury and expressing frustration with unreliable transportation apps and systems.
In several groups, families reported that doctor’s notes and parental explanations are not accepted, and students are marked absent regardless of context. The lack of accommodation for medically fragile or neurodivergent students is perceived as a systemic failure.
“There’s pressure for students to fit into the standards, but that doesn’t work for all of our children.”
The Lingering Impact of COVID
A recurrent theme across all groups was the emotional and cultural impact of the pandemic. Parents feel that schools have become more procedural and less relational, with a growing sense that staff are burned out. Haitian Creole families in particular observed that the “human quality” of school culture has diminished and replaced by checklists, disengagement, and a lack of empathy.
“Covid changed us. It feels like schools are just checking boxes. The caring is gone.”
What Families Want
Parents across communities were clear: family engagement must be proactive, empathetic, and culturally responsive. They recommended:
- Investigating root causes of absence rather than relying on punitive thresholds.
- Offering flexible supports, including online placements and health-based accommodations.
- Making learning joyful, hands-on, and relevant to real life.
- Strengthening communication and interpretation, especially in IEP meetings.
- Prioritizing mental health and trauma-informed practices in advisory structures and school culture.
- Creating environments where students feel seen, heard, and safe.
