Across the country, desks in classrooms are routinely empty, not due to declining enrolment or insufficient funding, but simply because students are no longer showing up consistently in the classrooms. Federal data from the Civil Rights Data Collection indicate that over 14% of students demonstrated chronic truancy in the United States (Conry & Richards, 2018, p. 187). Unfortunately, many district boards do not know how to address the unprecedented surge in student truancy the school-based paradigms, which are punitive, only worsens the already severe situation (Mallett, 2016, p. 1). Hence, the school administrator must design case-specific approaches to reduce student truancy, especially on instances where chronic absenteeism is evident. In line with a recommendable instant intervention by a school administrator, responses to case studies 1 and 2 will demonstrate strategies relevant in confronting chronic cases of truancy in school.
Scenario #1 – Student Attendance Scenario
In Steve Smith’s case, one of the parents, the mother, seems to be aware of his truant behavior, hence frequently in attempting to explain reasons for the chronic absenteeism. Perhaps even more intriguing than the knowledge by the mother is the high probability that she is unable to confront the challenges causing chronic truancy of his son, thereby compelling her to call frequently and offer an explanation. To address the chronic absenteeism of Steve Smith, as the school administrator, I can apply three specific approaches in an attempt to reduce the student’s truancy. Firstly, in schedule, one-on-one time with Steve Smith and politely inquire about any challenges he may be likely facing at home. As a result, such a one-on-one meeting with Steve Smith will enable me to create a good rapport with him and ask for subsequent meetings during lunch, after school, or prep duration. Consequently, the sessions will provide many opportunities with Steve Smith and he will feel included and supported on specific challenges leading to his chronic absenteeism.
Besides scheduling a one-on-one meeting with Steve Smith, I will strategically collaborate him with other responsible student and reach out to the mother. To give an illustration, I will encourage the other students to email, call, or text the Smith to reach out and encourage him to discuss some of the challenges that may be leading to his chronic absenteeism. Hence, by sharing notes and frequently checking on Smith through calls, texts, and emails will bolster the relationship between him and other students. Also, having someone, primarily a member of the teaching staff frequently call and check on Steve Smith will demonstrate concern and care, thereby assisting the student in feeling loved and part of the classroom community.
On the other hand, failure by Steve’s mother to respond to my initiatives towards improving her son’s school attendance would prompt me to seek legal redress. For example, in the case of constant truancy, I would seek legal redress through the school district board. In essence, the school district board sue smith’s mother for a misdemeanor, which is a form of child neglect and attracts up to 30 days jail term or an alternative fine of $ 2,500. Given a chance, I would also reduce the number of inexcusable days of absenteeism from nine to seven considering the widespread of chronic truancy under the current provisions.
Scenario #2 – Student Truancy Issue
The case of Jill Johnson is slightly different from that of Steve Smith. Johnson is a new student who has failed to attend school since her admission day while Smith demonstrated chronic absenteeism. Therefore, Johnson’s case is more severe than that of Smith, added to the fact that the parents are unreachable to discuss her absenteeism. Given the prolonged truancy of Jill without communication from the parent, I would seek the guidance of the local district school board in contacting the law enforcement to accompany me in checking on Jill at their home. Owing to lack of communication by the parents, Jill’s problems maybe emanating from fundamental factors such as health, difficulty with basic needs, or caring for a sick family member, because parents undergoing emotionally or economically disadvantaged parents register negative experiences with school(Anyanwu, 2016, p, 15). Consequently, the negative experiences about school by parents lead to chronic absenteeism among their children.
Ideally, my impromptu visit to Jill’s home, accompanied with the law enforcement authorities will enable the parents to record statements concerning the chronic level of absenteeism. In essence, the involvement of the police at such an advanced and severe stage of truancy will provide an ideal opportunity in the understanding likelihood of underlying family problems or Jill’s antisocial behaviors that may likely contribute to future offending behaviors (Bennett, Mazerolle, Antrobus, Eggins, & Piquero, 2018, p. 6). According to attendance policy, the school expects students to attend classes for 180 days unless a parent or guardian request for permission for specific absenteeism. As a result, Jill’s chronic truancy trends exceed the required threshold that triggers a truancy petition. Hence, in Jill’s case referral to Community Truancy Board and filing truancy petition will be the most appropriate measure.
Additionally, in my opinion, I would recommend the increase in the number of days that a student is expected to attend school from 180 to 200. In addition, I would recommend frequent checkup of students to analyze the possibility of Attention Deficit Disorder attention-deficit/hyperactivity disorder (ADHD) among students demonstrating truant tendencies: such an approach would be effective as a proactive interventional measure (Reed, Jakubovski, Johnson, & Bloch, 2017, p. 11). Such an approach will reduce the scope of truancy among learners.
Taking into account the truancy cases of Jill and Smith, it is evident that school administrators must resort to radical steps in addressing chronic truancy among students. Apart from adhering to the stipulated attendance policies, the administrators must confront chronic truancy by engaging parents and students, especially in understanding reasons behind severe absenteeism.
