Research shows that students who missed just 10 school days were 25 per cent less likely to meet the expected standards in reading, writing and math.Justin Tang/The Canadian Press
One of the biggest problems in Ontario schools is what’s not there: students. Absenteeism in Ontario schools, particularly secondary schools, has risen dramatically. Urgent action needs to be taken to reverse the trend, which is slowing children’s academic progress and will cause even bigger problems as they grow older.
Since the pandemic, absenteeism has risen significantly for elementary and secondary students across the country. In Ontario, about 60 per cent of high school students didn’t meet the standard for attendance in the last school year, meaning they missed more than 10 per cent of school days.
Absences include days for legitimate illnesses, as well as unauthorized reasons, such as skipping class. But the amount of students not hitting the standard rate has risen a massive 20 percentage points from pre-pandemic levels. While laws requiring attendance are still on the books across the country, the once near-universal consensus that attending school every day is essential has been shattered.
Paul Calandra, Ontario’s Education Minister, is being criticized for new legislation that makes attendance in high school count toward grades. (Exemptions would be made for illnesses and religious holidays.) Some educators and school board trustees say it’s a punitive measure that hurts vulnerable students, but pressure does need to be applied to students, parents and educators.
The shuttering of schools during the pandemic normalized missing class and gave parents licence to take their kids on extended vacations, and it rightfully encouraged sick children to stay home. The rise in mental-health challenges for children – as well as increased awareness about them – has resulted in absences, and some stay home to avoid bullying. Teens may be caring for sick relatives or working for money, while others are simply disengaged.
Editorial: A clean slate for Ontario’s school boards
The impact on children who miss school even occasionally is huge. Research shows that students who missed just 10 school days were 25 per cent less likely to meet the expected standards in reading, writing and math. Students who are chronically absent between preschool and Grade 2 are much less likely to read at their grade level by Grade 3.
Missing class is an indicator of problems to come: research shows the majority of children who missed more than 10 per cent of school days in Grade 4 didn’t pursue higher education. Students who miss grade school classes are more likely to drop out of high school and are less likely to be employed as adults.
Educators’ concerns that tying attendance to grades could make the problem worse need to be addressed. Some student absences are owing to issues related to mental health and poverty. Getting low grades might make it harder for them to advance and could further discourage them.
Extra supports are needed to help students with reading, bullying and mental-health challenges. Mr. Calandra should ensure there is sufficient funding for such supports, as well as attendance counsellors (the modern replacement for truant officers).
Not taking action out of concern for vulnerable groups will further compound the problem. A Toronto District School Board trustee who complained that tying attendance to grades would be an unfair boost to privileged kids misses the point. Vulnerable children who face poverty and other obstacles need to be in class the most, as they don’t have the resources to catch up if they fall behind. The missing days can affect them negatively throughout their lifetimes.
Educators must send a strong message to students and parents that school attendance is mandatory, including by better tracking school absences and intervening more promptly. Some school districts have found that text messages telling parents the number of days their children have missed, coupled with offers of support, have reduced chronic absenteeism. In some cases, home visits – organized in advance with parental co-operation – can identify solutions.
With these measures in place, it make sense to apply further pressure, such as incorporating attendance into grades. Empathy is important, but children also need to learn responsibility, a skill they will need to succeed in the work force and in their personal lives.
The basic lesson that needs to be learned – by students and parents, as well as educators dragging their feet on reform – is that you can’t learn if you’re not in school. Children need to be in the classroom.