Voices in Tension: Exploring Divergent Perspectives on Chronic Absenteeism in School Communities

• In Event: Exploring Tensions in Research on Chronic Absenteeism

Abstract

1. Objectives or purposes

Drawing on a larger study within a research-practice partnership between Vanderbilt University and Metro Nashville Public Schools, this paper will discuss tensions between stakeholder perspectives on the causes of, and solutions for, chronic absenteeism. Both within and across groups of students, parents, teachers, and other school staff, understandings of the root causes of absenteeism are often not shared. The goal of this study is to identify common narratives about chronic absenteeism and to identify points of tension or conflict between them that may hinder the ability of schools to offer viable solutions.

2. Perspective(s) or theoretical framework

We adopt an ecological systems theoretical lens, recognizing the multiple nested factors, both within and without schools, that potentially play a role in student absenteeism. This framework recognizes that people in the same educational system may see a social problem like chronic absenteeism from different vantage points, understanding the issue in potentially conflicting ways. Needed, then, are efforts to support stakeholders to hear and understand each other’s perspectives.

3. Methods, techniques, or modes of inquiry

We employ a a qualitative case study approach, selecting 5 focal high schools based on their attendance data trends, specifically their comparative success in reducing absenteeism rates with one or more student sub-groups. We are in the process of conducting interviewers at each of these schools. A working group of researchers and practitioners has met regularly over the past year to co-construct research aims and design.

4. Data sources, evidence, objects, or materials

Data sources will include interview transcripts, field notes and observations from school visits, and documents related to school attendance policies and practices. We will conduct interviews with 80 students, parents, teachers, and staff members from our five schools.

5. Results and/or substantiated conclusions or warrants for arguments/point of view

Preliminary results reveal several common yet often conflicting narratives about chronic absenteeism. Key "pull" factors encouraging attendance include strong teacher-student relationships, friendships, and extracurricular activities. Significant "push" factors include perceived boring classes, bullying, safety concerns, and competing priorities like work obligations. Notable differences emerged between student and staff perspectives, with staff highlighting additional factors such as school schedules and student involvement in illegal activities. Current school interventions, including attendance rewards and increased parent communication, do not always align with primary concerns expressed by students and parents. These findings suggest a complex interplay of factors influencing attendance, with potential misalignments between stakeholder perceptions and existing intervention strategies.

6. Scientific or scholarly significance of the study

The significance of this work, from both scholarly and practical perspectives, lies in its potential to reveal tensions in the way different stakeholders understand the same issue of the causes and consequences of chronic absenteeism. Such tensions, we argue, point to possible leverage points for change when they represent mismatches between the articulated needs of students and their families, and the strategies employed by schools. The goal of the study is to identify points of alignment between the different stakeholders affected by chronic absenteeism.

Authors

• Kayla Fike, Vanderbilt University

• David K. Diehl, Vanderbilt University

• Joanne Golann, Vanderbilt University

• Carol L Brown, Metro Nashville Board of Education