A Rhode Island Data Hub analysis found that compared to kindergartners who attend regularly, those chronically absent (missing 10% of school):

• Scored 20% lower in reading and math in later grades and the gap grows.

• 2X as likely to be retained in grade.

• 2X likely to be suspended by the end of 7th grade.

• Likely to continue being chronically absent.

✔ Children who experience poverty are 4x more likely to be chronically absent in kindergarten.

Students who are chronically absent in any year between 8th and 12th grade are 7.4 times more likely to drop out.

The adverse impact of absenteeism on literacy development is 75% greater for these children than for their middle-class peers.

A classroom practice that focuses on welcoming each student by name both in person and virtually.

Age Range: All grade levels

Greeting students as they enter (or exit) your classroom is a simple and effective way to create a welcoming classroom and build positive relationships. Being greeted by an adult who is happy to see them can start a student’s school day on a positive note. Likewise, an affirmative interaction at the end of the class can end a student’s day on a positive note as well. Research has shown that positive greetings at the door increase students’ time on task, reduce disruptions, and build positive relationships (Allday & Pakurar, 2007; Cook et al., 2018).

1) Stand just outside or inside the door.

2) Greet each student by name.

3) Have a short, positive interaction (e.g., praise, friendly comment, question).

4) Direct them to the first activity

Virtual:

Although there may not be a physical door in the virtual classroom educators can welcome each student verbally or nonverbally to ensure they feel seen and valued. Educators can use a check-in routine, set up a do now procedure, or assign different student greeter roles in the classroom to ensure that each student gets recognized in each synchronous session. In asynchronous sessions, educators can welcome students by name in the recording.

An activity that connects one adult to every student in school.

Age Range: All grade levels

This reflective process helps identify students who do (or do not) have a positive relationship with an adult at school. Having a trusting and deep connection with students increases a sense of belonging in the school community, reduces bullying, lowers drop-out rates, and improves social and emotional capacities. This tool allows staff to inventory their relationships and create an action plan to ensure all students feel a sense of belonging.

In-person:

This activity would ideally take place at the beginning of the school year (October). List student names on chart paper/whiteboard. All staff members should review the list of names and place a yellow dot to the left of the name if they have a positive relationship with that student and a red dot to the right if the staff member believes the student is at risk personally or academically. Staff would reflect on what connections need to be made and what risk factors they need to consider. A follow-up should be scheduled approximately four weeks after to check if connections were made with the identified students.

Virtually:

Consider using a protected Google/Excel spreadsheet to list the students’ names. Ask staff members to respond and use a coding system next to the names. Staff can meet as a whole or by grade-level teams.