Educational Policy, Ahead of Print.
This study highlights the efforts of a Detroit-based community research group to understand chronic absenteeism in a way that acknowledges its underlying complexities. Employing Participatory Action Research, an intergenerational team of community members and university researchers examined the disconnect between educators’ strategies for addressing chronic absenteeism and students’ lived experiences with barriers to regular attendance. The findings reveal a school environment characterized by a punitive attendance framework that constrained teachers’ ability to address absences effectively and allowed school leaders to shift responsibility elsewhere. In contrast, students who experienced chronic absenteeism articulated a vision for improving attendance through specific structural pathways, school improvement, and social-emotional support. The discussion emphasizes the need for strategies that uphold students’ dignity and support educators’ capacity to move beyond punitive attendance policies.