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The relationship between chronic absenteeism and health

The relationship between chronic absenteeism and health. Melissa Gaudio, MSW Northwestern Counseling and Support Services St. Albans, VT. Learning Objectives.

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The relationship between chronic absenteeism and health

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  1. The relationship between chronic absenteeism and health Melissa Gaudio, MSW Northwestern Counseling and Support Services St. Albans, VT

  2. Learning Objectives • To gain an understanding of health disparities and the relationship with truancy and the impacts on community, children, and families. • Discuss strategies that Vermont has implemented, and may implement, at a community and individual level, to decrease truancy. • Grow our understanding of Vermont policy and laws as well as explore other state initiatives to impact local and state policy moving forward.

  3. Definitions • Truancy: Typically refers to unexcused absences and is defined by each state under No Child Left Behind. • Absenteeism: Excused or unexcused absences from school. • Chronic Absenteeism: Missing 10% or more of school for any reason- excused or unexcused.

  4. What is the link between school attendance and health? Factors associated with chronic absenteeism: poorer overall health unstable housing conditions transportation difficulties exposure to violence Students who change schools within the school year Students with caregiving or parenting responsibilities some studies have also found that students from racial and ethnic minority groups and those who are English language learners are more likely to be chronically absent than students who are not in these groups. “Regardless of whether absences are unexcused or excused, chronic absenteeism typically results in poor academic outcomes and is linked to poor health outcomes (Allison & Attisha , 2019).”

  5. Federal • In 2015, the Obama Admin. Launched Every Student, Every Day. • Every Student Succeeds Act • “The U.S. Department of Education should continue to collect, analyze and publish data to better understand contributing factors and identify systemic solutions. In particular, these data should be used to surface equity considerations, such as disparities related to student discipline, restraint and seclusion, retention, and bullying and harassment.”

  6. Vermont Law: • A person having the control of a child between the ages of six and 16 years shall cause the child to attend a public school, an approved or recognized independent school, an approved education program, or a home study program for the full number of days for which that school is held, unless the child: • (1) is mentally or physically unable so to attend; or • (2) has completed the tenth grade; or • (3) is excused by the superintendent or a majority of the school directors as provided in this chapter; or • (4) is enrolled in and attending a postsecondary school, as defined in subdivision 176(b)(1) of this title, which is approved or accredited in Vermont or another state.

  7. Vermont Suggested Recommendations What “we” know is happening Multidisciplinary efforts to promote school attendance and community School policies and programs Parental interventions VT DCF support Franklin County Truancy Intervention Panel School data collections, policy, and procedures. Multidisciplinary support systems.

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