Chronic School Absenteeism in South Dakota

South Dakota

Chronic school absenteeism is defined as missing 10% or more of the school year for any reason, whether excused or unexcused. Research has found that chronic absenteeism is strongly associated with falling behind academically, becoming socially disengaged and dropping out of school. Beyond the classroom, schools are often a key source of nutritious food and a place where many students receive services like physical or occupational therapy and behavioral health therapy.

Chronic school absenteeism became a major problem during the COVID-19 pandemic, with absenteeism rates nearly doubling between the 2018-2019 and 2021-2022 school years. While attendance has slightly improved since, the level of chronic absenteeism in 2023-2024 was still 71% higher on average compared with pre-pandemic figures. 

A new report has found that the most common reason that children miss school is sickness, followed by: feeling down or anxious, oversleeping and feeling uninterested in school.

According to data from the U.S. Department of Education, the rate of chronic absenteeism is higher among:

• American Indian and Pacific Islander students compared with white and Asian students.
• Students with disabilities compared with students who do not have a disability.
• Students who are English learners compared with students who are non-English learners.

Kindergarteners, first graders and high schoolers are more likely to be chronically absent, as are children living in poverty. Chronic health and mental health conditions are also common causes for absences.

The Department of Education offers resources to help schools, districts and states enhance student engagement and promote regular attendance as a key part of student achievement.

County Health Rankings has evaluated several evidence-based strategies for reducing chronic school absenteeism:

• Addressing individual, family and school-level factors such as anxiety, bullying, health conditions, poverty and lack of parental support.
• Improving school climate and student engagement through stronger relationships with adults and more supportive school responses to truancy, defined as an unexcused absence.
• Using data systems to identify and support at-risk students with targeted interventions.
• Extending learning time and offering health services.
• Providing integrated student support through community schools that offer services such as mentoring, case management, mental health counseling, after-school care and family engagement.

In addition to school-based efforts, pediatricians can play a vital role in addressing chronic absenteeism. The American Academy of Pediatrics recommends that pediatricians routinely inquire about a student’s absences during visits, support parents in overcoming attendance barriers and provide clear guidance on when a child should stay home sick. They can also promote preventive health measures and coordinate care by connecting with school nurses and mental health clinicians.

Healthy People 2030 has goals to reduce chronic school absence among adolescents and reduce the proportion of adolescents and young adults who aren’t in school or working.v

Dee, Thomas S. “Higher Chronic Absenteeism Threatens Academic Recovery from the COVID-19 Pandemic.” Proceedings of the National Academy of Sciences 121, no. 3 (January 16, 2024): e2312249121. https://doi.org/10.1073/pnas.2312249121.

Diliberti, Melissa Kay, Lisa Chu, Lydia R. Rainey, Samantha E. DiNicola, Robin J. Lake, and Heather L. Schwartz. Chronic Absenteeism Still a Struggle in 2024–2025: Selected Findings from the American School District Panel and the American Youth Panel. Research Report. RAND Corporation, August 14, 2025. https://www.rand.org/pubs/research_reports/RRA956-34.html.

Germain, Emily, Laura E. Hernández, Sarah Klevan, Rebecca S. Levine, and Anna Maier. Reducing Chronic Absenteeism: Lessons from Community Schools. Learning Policy Institute, August 2024.https://doi.org/10.54300/510.597.