Studies show that students with disabilities are about 1.5 times more likely to be chronically absent than their non-disabled peers. While some of this may be due to physical issues like chronic illness, the full story is much more complicated than this. Students with disabilities face multiple academic and social hurdles to attending school regularly. Addressing these hurdles not only improves attendance rates among disabled students but also makes schools welcoming places for all students. Here are a few suggestions for doing just that:
- Approach absences with curiosity rather than punishment. When students with disabilities are chronically absent, begin by asking families what is going on with the student and what they need. Taking a problem-solving approach not only builds relationships and a sense of trust, but also helps families connect with services they need to be successful throughout a students’ school career.
- Assessing and improving school climate. Along with the challenges of fitting into an ableist schooling system, students with disabilities may feel isolated from both peers and adults in their school buildings. Cultivating a climate of acceptance through inclusion programs and socioemotional curriculum for typically abled students and teachers help build relationships that make disabled students look forward to attending school.
- Make extracurricular activities accessible for all students. Participating in extracurricular activities gives students a sense of belonging and pride in their school. Extracurriculars are also a place where students of all ability levels can showcase their skills outside of traditional academic settings and can build friendships around shared interests. Ensuring that extra-curriculars are accessible is a wonderful way to foster community among students of various abilities.
- Create opportunities for students to form relationships with adults. Students who feel seen and appreciated by adults in their building are more likely to attend school regularly. Advisory periods, mentorship programs, and small class sizes all provide opportunities for students to form relationships with adults in their school. Additionally, administrators should make an effort to learn the names of as many students as possible, and to greet them at drop off and dismissal, as well as in the hallways. Small actions like these give all students – including students with disabilities – a sense that they matter, and that their presence in school is wanted.
- Make academic support accessible. Sometimes, students avoid attending school because they are frustrated at their inability to access the material. Make sure that students receive the academic supports they need. If students are chronically absent without a diagnosis, consider whether an undiagnosed disability may be contributing to their lack of desire to attend school. (Note that chronic absenteeism is not a symptom of disability. Rather, it is one of many routes that can be taken to help assess why students are not attending school regularly.)
- Evaluate disciplinary policies. Unfortunately, students with disabilities often face disproportionate disciplinary actions like suspensions compared to their peers. Schools must regularly review their discipline related data to identify populations that are receiving more punitive measures than others. Schools with patterns like these should investigate alternative disciplinary tactics like restorative justice and conflict mediation, among others, that would allow students to stay in school while addressing whatever issues sparked the disciplinary proceeding.
- Include attendance measurements in IEPs. Make attendance a goal or a regular point of discussion during all IEP meetings. Doing so gives families additional opportunities to work with schools to address underlying issues that may be negatively affecting attendance, and to access services that will make school attendance more tenable.
