by Guy Page
Chronic absenteeism has emerged as one of the most pressing — and complex — challenges facing Vermont’s public schools, with educators and policymakers increasingly framing it as a symptom of deeper social and economic struggles rather than a disciplinary issue.
Today, nearly 30 percent of Vermont students are chronically absent, defined as missing 10 percent or more of the school year. That figure represents a 67 percent increase since 2019, according to state data, and reflects a trend accelerated by the COVID-19 pandemic and sustained by out-of-school barriers such as poverty, transportation challenges, family instability, and student mental health concerns.
Nationally, chronic absenteeism hovered around 15 percent in 2019, according to a University of Vermont study examining attendance trends before and after the pandemic. When schools shifted to remote learning and later reopened amid ongoing health concerns, attendance became harder to track and harder to maintain. In Vermont, chronic absenteeism peaked at 42 percent in 2022, eased slightly in 2023, and remains high at nearly 25 percent today.
Educators say the numbers reflect more than missed days — they reveal a fundamental shift in how families and students perceive school attendance.
“We definitely saw a shift in people’s perceptions about the importance of coming to school every day,” said Michelle Irish, director of educational quality for the Franklin Northeast Supervisory Union, one of four districts participating in the Every Day Counts pilot study. “Coming back in, it was really hard to get people back into the habit of school.”
When Missing the Bus Means Missing School
In rural Vermont, transportation remains a critical factor. While most students have access to school buses, missing the bus can mean missing the entire day.
“That’s where a lot of absences start,” Irish said. “If a student misses the bus, there often isn’t another option.”
Surveys conducted as part of the pilot study found that missed buses frequently stem from challenges at home, including inconsistent morning routines, lack of reliable childcare, or poor sleep habits. Rather than punishing families or students, schools involved in the study are focusing on identifying root causes.
One approach involves connecting families with engagement coordinators who help establish morning routines, improve sleep hygiene, and reduce stressors that make getting to school difficult.
“It’s going back to that root cause,” Irish said. “Not asking, ‘Why weren’t you here?’ but ‘What’s getting in the way, and how can we help?’”
Rethinking Attendance Policy
The surge in chronic absenteeism has prompted growing calls for a prevention-focused overhaul of attendance policies, emphasizing early intervention rather than fines, court referrals, or punitive truancy measures. Advocates argue that traditional enforcement models fail to address the underlying conditions driving absences — particularly for students from low-income households or those struggling with anxiety, depression, or trauma.
Education leaders say addressing absenteeism will require coordination beyond school walls, including partnerships with mental health providers, social service agencies, and transportation networks.
As Vermont continues to recover from pandemic disruptions, chronic absenteeism has become a key measure of how well students — and communities — are truly rebounding.
“Attendance isn’t just about being in a seat,” Irish said. “It’s about whether students feel supported enough to show up.”