Attendance & Truancy

classroom full of desks and supplies, but one desk sits empty
For a child to do well in school, they need to attend as regularly as possible. Data shows that students with disabilities are absent more often than other students. When a disability makes it hard for a child to attend school, they may fall behind in learning and in reaching their IEP goals. Missing too much school can also make it harder to graduate and to gain the skills and confidence needed for adult life.
 
If a student with an IEP is missing a lot of school, the IEP team must take a closer look. The team needs to decide whether the absences are linked to the student’s disability and if extra supports are needed so the student can attend and continue to receive a Free Appropriate Public Education (FAPE). If the absences are related to the disability, this should be written into the Present Level of Academic Achievement and Functional Performance (PLAAFP) section of the IEP, along with a plan for how the student will keep learning during extended absences.
 
Start communicating with the school as soon as you notice issues with attendance. Together, parents and school staff can work towards the shared goal of having the student successfully return to school.
 

What is truancy?

Under state law, children must go to school from age 6 to 18. With parental permission, a student can drop out at 16. Local school districts set attendance policy and enforce truancy laws. If your child is missing school, start with reviewing the attendance policy. You may need a note from your child’s doctor if they are missing school because of their disability or mental health reasons.

The truancy system might not address the underlying needs of a child with a disability.
 

How can the IEP address poor attendance?

School districts need to consider and address the root cause of poor attendance. If the IEP Team determines chronic absences are related to a student’s disability, that should be included in the Present Level of Academic Achievement and Functional Performance (PLAFFP) section of the student’s IEP. The statement on the relationship between chronic absences and the student’s disability needs to detail how the student’s disability impacts the student’s involvement and progress in the general education curriculum. The IEP explains how a student will receive services during periods of extended absences. IDEA requires IEP Teams to consider the use of Positive Behavioral Interventions and Supports for any student with a disability whose behavior impedes their learning or the learning of others

My child is refusing to go to school. 

School refusal (including chronic absenteeism, truancy, and school hesitancy) is a complex behavior that can lead to serious consequences.
 

As a parent, what can I do if my child doesn’t want to go to school or refuses to stay in class?

As with any behavior, the first step is understanding what’s going on beneath the surface. Identifying the function of school refusal is critical to selecting an appropriate intervention to support the goal of returning to school. The underlying setting events, antecedents, consequences, and functions of behavior are unique to the student and require an individualized solution.
 
  • Talk to your child. They may be able to tell you the reasons they don’t want to go to school. For example, they may be getting bullied or need more help in the classroom.
  • Make an appointment with their doctor. If your child says they are feeling sick, you can make sure they don’t have a physical illness. If your child has mental health concerns, talk to their doctor about a treatment plan, or consider updating their current plan.
  • Talk to school staff. Ask what changes they have noticed with your child or in their classroom.
  • Look for patterns. After talking with your child, school staff, and others, think about any patterns affecting when your child is avoiding school.
  • Find out if your child needs more help. Your child may be avoiding school because they have needs related to their disability that are not being met. Does your child’s Individualized Education Program (IEP) or 504 plan need to be updated? Do they have needs in areas that have not been evaluated?  You can request a meeting with the IEP team to discuss these concerns.

  • Learn more about requesting a Functional Behavioral Assessment to develop a Behavior Intervention Plan.

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