Arizona schools continue to face absenteeism crisis

By Stacy Mantle
Mail

Chronic absenteeism in Arizona high schools has reached what education leaders call a breaking point, with nearly one in three students missing enough class to threaten graduation.

While a recent Helios report shows absence rates remain near historic highs, a debate rages on whether the solution lies in building stronger community support or enforcing tougher attendance rules.

Dr. Paul Perrault, senior vice president of community impact and learning for Helios, said punitive approaches are often ineffective.

“Failing students for missing school doesn’t solve the problem," Perrault said. "We need mechanisms that encourage student attendance by addressing the real barriers families face.”

“Parents often don’t realize the extent of their children’s absences until it’s too late,” Perrault noted. He recommends early, non-threatening communication to families paired with community resources to solve challenges before they snowball.

Chronic absence is a symptom of deeper barriers

In an exclusive interview, Perrault said the data confirm what educators witness every day — chronic absence isn’t just skipping class, but a symptom of deeper barriers schools can’t solve on their own.

“Chronic absence is a national issue, not just Arizona’s,” Perrault said. “We see similar patterns in states like Florida. But what’s unique here is that we now have high school-level data showing just how severe the problem is. We can’t afford to wait until students disengage completely — intervention has to start early.”

Perrault stressed that punitive measures, such as failing students or withholding credit, often backfire.

“Failing students for missing school doesn’t solve the problem," he said. "If a student is missing class because they can’t get a ride, or because they’re caring for a younger sibling, punishing them just pushes them further away. What works is building connections with students and families and removing the barriers that keep them out of school.”

Four pillars of action

Perrault outlined four priorities for Arizona schools:

1. Data-driven early warnings. “Schools need to analyze attendance data the way they analyze test scores. The earlier we spot students slipping, the faster we can intervene with tutoring, check-ins, or family outreach.”
   
2. Focus on ninth graders. “High school is where patterns set in. If a ninth-grader misses too much, it’s very hard to catch up. We need dedicated support at the transition to high school.”
   
3. Community partnerships. “This is not a job schools can do alone. United Way and other nonprofits are already working on transportation, mental health, and basic needs. Schools should be tapping into those resources.”
   
4. Positive attendance culture. “We need to stop treating attendance as compliance. Students should feel celebrated for showing up, not shamed when they don’t. That means creating inclusive, welcoming environments where every student has a trusted adult.”

Belonging drives attendance

Perrault acknowledged parents often underestimate how many days their children have missed.

“By the time parents realize their child has been absent 10 or 15 days, the pattern is already entrenched," he said. "Schools need to communicate earlier — and in ways that aren’t threatening. A text message that says, ‘We miss you, how can we help?’ goes further than a letter threatening failure.”

He also emphasized the power of peers.

“High school students can make a difference for each other, Perrault said. "Something as simple as offering a ride, sending a reminder, or encouraging a friend who’s struggling can keep someone from falling into chronic absence. Attendance is about connection and belonging and peers are part of that.”

School spotlight: Chandler High

The Helios report highlights Chandler High School, where nearly one in three students (31.9%) were chronically absent during 2023–24.

To address this, the school implemented a campus-wide attendance campaign: expanding its attendance office, eliminating structural barriers like split lunches and creating an Attendance Task Force led by Dean of Students Marisol Archie. Staff reached out to families after just five and 10 days of absence, instead of waiting until patterns became entrenched.

The result: Chronic absence fell five points in one year, dropping to 26.6% in 2024–25.

Principal Greg Milbrandt said the most important factor was relationships.

“Students need to have an adult they connect with and can make them feel safe on our campus," he said. "Everything else builds from that.”

Chandler’s experience shows how structural fixes plus a culture of care can reduce absenteeism in a large, diverse school.

School spotlight: Dysart USD

State Superintendent Tom Horne praised Dysart Unified School District as a model, pointing to its 9% chronic absence rate in elementary and middle school and 8.7% in high school, saying the report is confirmation Arizona needs stricter attendance enforcement.

“Dysart got there because in grades 1-8 a student who is absent 18 days in a year must repeat the grade and in high school, missing nine days in a semester means no credit. Their method is successful and makes sense. Academic loss is the price we have paid for permissiveness.”

Horne added that parents are the decisive factor.

“During COVID, some parents got used to students missing school as not that big a deal," he said. "Once parents know chronic absenteeism can interfere with timely graduation, they become highly motivated to be sure their children get to school daily.”

One thing both parties can agree on is the devastation caused by missing school. 

“Grades 1-8 have a chronic absentee rate of 28.1% and grades 9–12 have a rate of 37%,” said Horne. “This is catastrophic. We cannot teach students who are not in school. The high school student who misses more than one third of his classes is facing a bleak future.”

Perrault agrees, emphasizing education’s role as the "great equalizer."

“The opportunities that are in your future are going to be much more limited if you don’t have a good education,” he said. “Education will provide opportunities beyond your imagination, so make sure that you’re in school.”

Build connections, not punishment

While punishment may be a possible pathway, Perrault emphasized that schools must move beyond punitive approaches.

“Failing students for missing school doesn’t solve the problem,” Perrault said. “We need mechanisms that encourage attendance by addressing barriers like transportation, mental health and family stress.”

In addition to data-driven early warning systems, early intervention in ninth grade, developing community partnerships and instituting a cultural change that celebrates attendance, he also pointed to the role of peers.

“High school students can make a difference by encouraging their friends — offering rides, reminders and emotional support. Attendance is about belonging, not just compliance.”

Bridging two approaches

Arizona is now weighing two visions:

• Helios’ model: proactive, supportive and rooted in data, partnerships, and culture change.
• Horne’s model: deterrence through strict consequences, holding students and parents accountable.

While Dysart’s model proves strict enforcement can reduce absence, Helios cautions that punitive measures risk widening equity gaps. 

“Chronic absenteeism disproportionately affects students already navigating poverty, caregiving responsibilities and health issues,” said Perrault. “Without addressing these root causes, consequences alone may push more students out of the system.”

Chandler High’s example suggests progress is possible when schools address both structural and relational barriers. Dysart proves that strict thresholds can keep absences low. The future of Arizona’s fight against chronic absenteeism may rest on blending both approaches: clear standards plus meaningful support.

Editor’s note: A grant from the Arizona Local News Foundation made this story possible. The foundation awarded 15 newsrooms to pay for solutions-focused education reporters for two years. Please submit comments at yourvalley.net/letters or email them to AzOpinions@iniusa.org. We are committed to publishing a wide variety of reader opinions, as long as they meet our Civility Guidelines.