The Causes of School Absenteeism, and How To Reduce It
- Rohina Azizian Zavala, Esq.
- Oct 13, 2025
- 3 min read
Chronic school absenteeism rates have skyrocketed since COVID-19 led schools across the nation to adopt virtual learning. Students are considered chronically absent when they miss 10 or more days of the school year, out of an average of 180 days—including excused absences (like those for doctor’s appointments or other illness). During the 2023-2024 school year, nearly half (48.6%) of Baltimore City students were chronically absent.1 Because chronic absenteeism increases the risk of contact with the youth justice system, the Federal Office on Juvenile Justice and Delinquency Prevention has described it as “a stepping stone to delinquent and criminal activity.”2
As Project Manager of the Tackling Chronic Absenteeism Project (TCAP), I have worked with Baltimore City school students and their families over the past four years to develop strategies to overcome obstacles to school attendance. TCAP works with the students in school to develop their confidence and strengthen foundational academic skills, while simultaneously helping their families access social and legal resources/referrals that support familial safety and stability.
At the beginning and end of the program, students complete an anonymous survey asking them to list all the reasons they miss school. Their responses directly challenge the belief that students are absent simply because they are lazy.
Below are the most frequent answers from Fall 2021 through Spring 2025—a total of 507 responses.
“I have transportation issues.”
The Baltimore City School System does not provide the kind of yellow school bus transportation associated with most public education systems. Due to the city’s infrastructure and the School Choice program, all Baltimore City students in grades five and up who live more than one mile from their school are given a bus pass or are expected to find their own way to school. TACP participants say inconsistent and infrequent bus lines are one of the largest causes of chronic absenteeism.
“I am afraid on my way to/from school.”
Many bus stops in Baltimore City are located on poorly lit streets and often lack seating or shelter from the elements. To get to school on time, students are expected to wait at these bus stops as early as 6:00am. Beyond feeling unsafe while waiting for the bus, many students also shared that riding on the bus with “random adults” made them uncomfortable and increased their anxiety.
“I am sick.”
Absences due to illness, even with a doctor’s note, are included in the 10+ days of absences. Students with siblings are more likely to get sick and more likely to stay home when a brother or sister is ill. Even when parents are proactive and submit a doctor’s note to their child’s school – the absence is counted when determining if a student is truant, potentially leading to truancy charges being pressed on the student’s parent/caregiver.
"I have family issues."
Many students are responsible for their younger siblings. Their responsibilities can start before the school day – getting younger siblings dressed, fed, and dropped off to school – before they can focus on their own educational responsibilities.
Our survey responses show that truancy isn’t about skipping school. It is the consequence of overburdened students carrying too much on their shoulders, often alone. Instead of penalizing kids and their caregivers for missing school, we can help them overcome the real, and common challenges that are barriers to school attendance and to lifelong better outcomes.
Below are some suggestions:
Establish more bus routes, that run more frequently, considering the large student population served.
Support “Neighborhood Block Watchers” and “Block Captains” to enhance local
safety efforts , like those provided by East Baltimore Development, Inc. (https://ebdi.org/block-watcher/).
Support legislation that considers the nuances of chronic absenteeism and aims to support families in getting their child to school, rather than just punishment.
Rohina Azizian Zavala, Esq. is the Project Manager for the Tackling Chronic Absenteeism Project (TCAP) at the University of Baltimore School of Law.
Launched in 2005, as the Truancy Court Program, CFCC’s TCAP is a voluntary, non-punitive, holistic, data-driven intervention that works to identify and address the root causes of truancy for each child, seeks to improve behavior and student and family attitudes toward school and helps build a foundation for long-term academic success. The program has been honored as a Bright Idea by the Ash Center for Democratic Governance at the John F. Kennedy School of Government, Harvard University. Learn more here.
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