As Schools Begin, Lawmakers Tackle Chronic Absenteeism

The Growing Crisis of Chronic Absenteeism in Georgia

The closure of schools during the COVID-19 pandemic had a profound impact on student attendance across Georgia. Nearly one in four students stopped attending class entirely, doubling the rate of absenteeism before the pandemic. While fewer students are now skipping class regularly, the problem remains significant, with one in five students still considered “chronically absent.” This means they missed 10% or more of the school year, typically 18 days or more.

This issue has drawn the attention of state lawmakers who are working to address what some call a “quiet crisis.” Sen. John F. Kennedy, R-Macon, highlighted the severity of the situation, noting that 360,000 children in Georgia’s public schools are chronically absent. He warned that these students face serious consequences, including difficulty learning to read, lower graduation rates, and limited opportunities for success.

Kennedy is leading a study committee on the issue, underscoring its importance. The Georgia House of Representatives has also formed its own study committee to examine the problem. Both chambers recognize that chronic absenteeism is not just an academic concern but a broader societal challenge.

During the height of the pandemic, many states de-emphasized attendance requirements. However, by the 2020-21 school year, 31 states and the District of Columbia had reinstated daily attendance-taking, while Georgia did not. According to the non-profit initiative Attendance Works, the state required attendance to be tracked but not on a daily basis.

Hedy Chang, executive director of Attendance Works, testified before Kennedy’s committee about the long-term effects of chronic absenteeism. She explained that students who miss school frequently are less likely to read by the end of third grade, perform poorly academically, and face disciplinary issues in middle school. They are also more likely to drop out of school, which can lead to unemployment, lower lifetime earnings, and even a shorter lifespan.

A landmark study published in The Lancet found that completing 12 years of education—equivalent to finishing high school—was associated with a 24.5% reduction in mortality risk compared to those with no education. This highlights the critical link between education and long-term health outcomes.

Lawmakers have heard multiple reasons for the rise in absenteeism. Some students are working to support their families or taking care of younger siblings due to the loss or incapacitation of a parent during the pandemic. Others lack access to healthcare, proper vision or hearing screenings, and basic necessities like clean clothes and hygiene products. Carol Lewis, president and CEO of Communities in Schools, noted that these challenges often stem from a lack of resources and ongoing trauma from the pandemic.

Garry McGiboney, a former Georgia Department of Education official, pointed to school climate as another factor. Bullying and other negative experiences at school can discourage students from attending. He emphasized that students who feel engaged and supported are more likely to come to school.

However, some critics argue that absenteeism is simply a failure of parental responsibility. O. Wayne Ellerbee, a retired juvenile court judge, recalled his approach to addressing absenteeism in the 1970s, which involved requiring parents to appear in court after three absences. While this method was effective at the time, it is seen as outdated by many today.

State School Superintendent Richard Woods has advocated for a different approach, focusing on building positive relationships with students rather than punishment. He believes educators should seek to understand the root causes of absenteeism and address them directly.

Steven Teske, a former juvenile court judge, supported this perspective. He emphasized that punitive measures alone do not solve the problem. Instead, he highlighted the success of a high-poverty school in Clayton County that provided meals and homework help after classes ended. Students were so engaged that they didn’t want to leave.

Testimonies from educators and advocates suggest that addressing chronic absenteeism will require investment in social workers, nurses, and health screenings. Dan Sims, superintendent of the Bibb County School District, shared a powerful anecdote about a single mother struggling to manage her household while ensuring her child attended school.

As the new school year begins, Georgia lawmakers continue to grapple with the complex issue of chronic absenteeism. They are seeking solutions that balance accountability with compassion, recognizing that each student’s story is unique and requires a tailored response.