Chronic Absence as a Public Health Priority: A Framework for Coordinated Action

Context: Chronic absence, defined as missing more than 10% of time in school, has risen sharply in the United States following the COVID-19 pandemic and now affects more than one in four students. It reflects unmet health and social needs and is patterned by deep structural inequalities. Both short- and long-term consequences include adverse impacts on educational attainment, health, and social outcomes. Despite this, chronic absence remains largely framed and addressed as an education-sector problem, limiting the scope and effectiveness of current responses.

Methods: This perspective synthesizes interdisciplinary evidence from education, public health, and child development literature, drawing on ecological and life course frameworks to reconceptualize chronic absence as a public health issue. We develop a conceptual model integrating multilevel determinants of attendance across individual, family, school, community, and structural domains, and identify implications for policy and cross-sector action.

Findings: Viewing chronic absence through a public health lens reframes it from a purely educational outcome to a signal of unmet need and a multidimensional indicator of system performance. Attendance patterns reflect the interaction of health, social, and structural factors that lie largely outside of the control of schools. Current approaches often emphasize individual responsibility, while overlooking the broader conditions that shape attendance. Reframing chronic absence in this way underscores the need for coordinated cross-sector interventions that address underlying determinants.

Conclusions: Positioning chronic absence as a public health priority enables a more coherent response. We propose three principles to guide action: (1) use school attendance data as a vital sign of student and system well-being; (2) develop strategic partnerships to align goals and drive progress; and (3) develop strengths-based policies and programs to prevent chronic absence. Without this shift, efforts to reduce chronic absence are likely to remain fragmented and insufficient to achieve equitable improvements in child health and educational outcomes.