Do Sweat the Small Stuff

EXECUTIVE PERSPECTIVE

As educators, our North Star is ensuring all children in America have the access to and experience of a high-quality public education that prepares them for a successful future.

Tackling chronic absenteeism requires more than a one-size-fits-all approach because a multitude of factors influence whether students show up in our schools. But the simple reality is that students who are frequently absent miss out on critical learning and growth opportunities and are more likely to fall behind academically, struggle with mental health issues and, ultimately, not finish school.

Fortunately, there are many actions we can take as leaders to lift our students, staff and each other up.

Motivated leaders beget motivated learners.

As leaders, we know we must grow students’ agency and motivation by encouraging creativity, curiosity, courage and confidence. Student engagement affects attendance. To support students’ attendance and well-being, some districts provide wraparound services such as mental health support and access to health care. Leaders also can foster a positive school climate where students feel safe, respected and valued.

The pages of this month’s School Administrator provide great inspiration around the thinking, tactics and solutions to improving attendance. The Dublin, Ga., City School District’s superintendent, Frederick Williams, applied a whole child approach, including three increasingly rigorous tiers of support for faculty, students and families. Likewise, in Hamilton Township, N.J., superintendent Scott Rocco’s team introduced more-inclusive athletic opportunities and other activities led by teacher-volunteers.

We know that when our students feel disconnected from their learning and lack autonomy over their educational journey, they are less likely to attend school regularly. This is where we, as school and district leaders, have a critical role to play. We must ensure students find an environment that will motivate them to show up at school and empower them to take charge of their own learning.

From little things, big change grows.

Building confidence can come from the (seemingly) small thoughtful actions we can take each day that transform how students feel about school. When I was an assistant principal, I had what many of us know as a “frequent flier” in my office. Steve was a sophomore struggling with completing his assignments and struggling with attendance. His family was aware that Steve was on most measures not finding success at school.

Like many of you, I wasn’t resigned to accepting that outcome as a given. One day I pulled Steve aside and gave him my very best pep talk by asking him to treat just this week as his best week ever. I asked him to attend every class, complete every assignment and, most importantly, stay out of my office for one week.

The week progressed and my most frequent flier stayed focused and motivated. When I saw him in the halls during that week, I would tell him to keep it up and give him a “high five.”

On Friday, he received a familiar summons to the principal’s office. He arrived looking crestfallen as he thought he’d almost made it. I asked him to sit down, then dialed his father at the local factory. I told Steve’s dad: “I just wanted to let you know that Steve had an awesome week. He attended every class, completed every assignment, and I’m just so proud of him. I thought you should know.”

Steve’s father started to cry. He took a few seconds, then simply said: “Thank you. No staff member has ever said — in all of the 10 years he’s been at school — something positive about Steve. This means a lot.”

My response was, “I’m very sorry about that. Steve is a wonderful young man, and I think working together, he will have a successful remainder of his high school experience.” Steve’s dad thanked me again. Steve’s face was lit up with a smile from ear to ear.

We all know that student motivation is closely linked to agency and therefore attendance. But what about family motivation? What about families like Steve’s who had bought-in to the narrative that their child had no chance to be successful and had given up trying to motivate him to excel in school?

These questions were front of mind for Kristine Gilmore, AASA associate executive director of the Leadership Network, when serving as superintendent of D.C Everest Area School District in Wisconsin. She would pen thousands of personal notes each year for students to read and hand-deliver to their families, revealing the little, but unique things their teachers, staff and peers noticed and valued so students could start the school day on a high note.

I know this is the work you all do on a daily basis, and it is another reason why I’m so honored to call you colleagues and friends. These small actions matter, and they can amount to significant positive change. Our students deserve nothing less.

Be well, my friends.

David Schuler is AASA executive director. Twitter: @AASA_ED