Why Chronic Absenteeism Belongs Inside MTSS
Chronic absenteeism isn’t just about counting missed days – it’s about understanding why students aren’t in school and addressing the barriers that keep them away. That’s why it belongs squarely inside a Multi-Tiered System of Supports (MTSS) framework.
In MTSS, we don’t assume the same solution works for every student. We use data to identify patterns, provide universal supports for all, targeted supports for some, and intensive individualized supports for a few. Chronic absenteeism requires exactly this kind of tiered, proactive approach.
The Role of Functional Problem-Solving (or FBA) Inside MTSS
The most effective process for uncovering why a student is chronically absent is functional problem-solving – or, a Functional Behavior Assessment (FBA).
This approach goes beyond symptoms to identify the underlying reasons a student is missing school. While many cases involve some form of escape or avoidance from school, the “why” can vary greatly:
- Academic failure or learning difficulties
- Anxiety or depression
- Illness or chronic health issues
- Bullying or peer conflict
- Pregnancy or family circumstances
- Recent trauma or loss
- Caregiver barriers such as inconsistent transportation, work schedules, or their own school-related anxieties
And here’s an important point: sometimes the function is tied to caregiver patterns – especially in elementary school – where parents are unable, for a variety of reasons, to get their child to school consistently or on time. These situations should never be approached with blame. Notice, we didn’t say ‘unwilling’ to get their child to school consistently or on time. Instead, the same functional problem-solving mindset we apply to students can be applied to the family as a whole. When we approach caregivers with curiosity, empathy, and a focus on solutions, we can uncover real obstacles and work as a team to address them.
Here’s the key: When we involve the student and the family in the FBA process, it often becomes part of the solution itself. The very act of asking, listening, and working together builds trust and strengthens the relationships that help bring a student back to regular, routine attendance, and keeps them coming back.
If you are wondering what all of this looks like in a FBA and a BIP, we have prepared a comprehensive example template for you to have a look at.
Download our free Functional Behavior Assessment with Behavior Intervention Plan Report
Shifting the Goal: From Perfect Attendance to More Opportunities
It’s important to remember that the initial goal is not to leap from chronic absenteeism to 100% attendance overnight. Instead, the aim is to make progress, getting the student to come a little more often so we have more opportunities to connect, build trust, and show them that coming to school is a valuable and positive choice and that the school staff genuinely care about them.
Every extra day a student is present is another chance to strengthen relationships, provide support, and create experiences that make them want to return tomorrow. Being present in the classroom is the first step towards being available for learning.
The Elephant in the Room: We All See Different Pieces
Jean uses this metaphor when thinking about teasing out the function in chronic absenteeism: Six blind men are each touching a different part of an elephant. One is touching the tusk and believes it’s a spear, another touching a leg says “no, it’s a tree,” the third is touching the body and firmly believes it’s a wall, the fourth is feeling the ear and believes it to be a fan, the fifth with his hand on the tail says confidently, it’s a rope, and the 6th doesn’t believe his peers because he is holding the trunk and assures the others that it is a snake.
When it comes to absenteeism, we can fall into the same trap – each person sees a small piece of the puzzle. The counselor might see anxiety, the teacher sees missing assignments, the nurse hears about headaches, and a parent may be dealing with logistical or emotional barriers we can’t see. Only when we bring our perspectives together do we see the entire picture and find a lasting solution.
A Real-Life Example: Asking the Right Question
Jean recalls a high school girl with historically excellent attendance who suddenly stopped coming to school. The speculation began: Drugs? Family trouble? Transportation issues? Mental health?
It wasn’t until a trusted adult at school had a supportive, private conversation that the truth came out, she was pregnant and embarrassed to be at school. Her clothes weren’t fitting right anymore. She didn’t mean to get pregnant. She thought everyone would judge her negatively. Once the reasons were known, the team could connect her with the right supports to make returning to school feel possible again. The function or reason for the change in attendance is what allowed for the right solutions to be put in place. If the assumption had been ‘transportation issues’, the school may have built a plan of support for the family that did not include proper fitting maternity clothes, a circle of support at school, connecting the student and her family with perinatal care options. The solutions and supports would have been completely different.
We can take this story one step further – the student shared that she was pregnant and BECAUSE she was pregnant, she stopped taking her anxiety medication for the health of her child. Not taking the anxiety medication was making it much more difficult to come to school. If this was the case, the supports above may not be enough because her anxiety remains untreated. Perhaps connecting her with perinatal care that specializes in treating mothers with anxiety needs would be the extra step that would make the plan successful.
There can be multiple causes for chronic absenteeism that can be helped with tailored, specific, evidence based solutions.
The Power of Relationships: A Devin-Sized Hole
Sometimes it’s not about solving a complex mystery – it’s about showing students they matter.
When Jean’s son Devin missed a day of school in elementary school due to illness, his teacher called – not to scold, but to check in. She told him, “We missed you today. There was a Devin-sized hole in the classroom, and I can’t wait to see you when you feel better.”
Years later, Devin invited that teacher to his high school graduation party. Those small, human moments create connections that last far beyond a single school year. Devin always knew he was an important part of the school community because his teacher had noticed the first day he was absent. She took the time to call him and tell him he was missed!
How Behavior Advantage Fits Into the Process
At Behavior Advantage, we’ve built tools to make this MTSS-based, relationship-driven approach to absenteeism easier to implement.
- FBA for Absenteeism – Use the Functional Behavior Assessment process with the student, family, and team to identify the real reasons behind absences. This process itself begins building the trust and rapport that can bring a student back, whether the barriers are school driven, student-driven, family-driven, or all of the above.
- BIP Development – Create a Behavior Intervention Plan that combines wraparound supports (transportation, counseling, family outreach) with on-campus strategies that make attending worthwhile: positive relationships, 2×10 conversations, 5:1 positive feedback, targeted academic help, and other Prevention Strategies.
- Embedded Professional Development – Give staff immediate access to short, targeted PD videos and strategies inside the student’s plan so they know exactly how to respond. From understanding student behaviors to implementing effective and individualized interventions, the learning is right where it’s needed.
Final Thoughts: From Counting Days to Changing Lives
Chronic absenteeism isn’t just a number on a report – it’s a signal that something’s getting in the way of a student’s connection to school. Sometimes those barriers are personal to the student, impacted by relationships at school, and sometimes they are tied to family circumstances. In all cases, the path forward is the same: curiosity, empathy, and a team-based approach to finding solutions.
As Jean’s stories and expertise remind us, sometimes all it takes is the right question, or a simple, heartfelt “we missed you,” to start bringing a student back. And with the right tools, like Behavior Advantage, schools can make sure every team member knows how to keep that momentum going.
