Are students missing out on more than just classes?
Chronic absenteeism has become a pressing issue in recent years, with the White House flagging it as a national challenge. The impact of missing school goes beyond just academic performance, as it can affect relationships between students and teachers. Experts stress the importance of these relationships in re-engaging absent students and mitigating the long-term consequences of school closures during the pandemic.
But how exactly does chronic absenteeism influence these crucial relationships?
A recent study published in the journal AERA Open shed some light on this issue. The study focused on early elementary school students, specifically those in kindergarten through second grade. It found that teachers perceived absent students differently, rating their social skills, learning ability, and academic prowess lower than their peers.
Absence Makes the Heart Grow Colder
The study, titled “Do Teachers Perceive Absent Students Differently?,” suggests that teachers view absent students as withdrawn and disengaged rather than troublemakers. This perception can impact how teachers interact with these students, potentially leading to less attention in class and more criticism.
Contrary to common beliefs, absent students are not more likely to exhibit disruptive behavior but rather tend to feel isolated and withdrawn. The study emphasizes the importance of re-engaging these students rather than disciplining them.
While the findings provide valuable insights into the dynamics of absenteeism, researchers caution against drawing definitive conclusions. The study was conducted before the pandemic, and further research is needed to understand the full impact of chronic absenteeism in today’s educational landscape.
Role Models
As absenteeism emerges as a key area of educational research, experts like Carolyn Gentle-Genitty stress the importance of understanding the nuances of attendance. Attendance not only affects academic performance but also plays a crucial role in school funding and student-teacher relationships.
Gentle-Genitty highlights the need to delve deeper into the characteristics of teachers and schools to understand how they influence absenteeism. She also emphasizes the developmental factors that shape students’ perception of school, particularly in their formative years.
Teachers are seen as role models for students, and their behavior can significantly impact student engagement and behavior. By paying attention to students’ interactions during recess and understanding their developmental needs, teachers can create a more inclusive and supportive learning environment.
Ultimately, the study underscores the need for schools to not only focus on bringing absent students back to class but also provide adequate support for teachers. By addressing the impact of chronic absenteeism on both students and instructors, schools can better navigate the challenges posed by this widespread issue.
