Systemic Barriers and Supports Shape School Attendance: A Multifaceted Analysis
Original framing: “Will attendance-based grading improve school absenteeism?” — The Conversation - Global
Ableism in education has a long history, with policies and practices that have excluded and marginalized students with disabilities. Understanding this historical context is crucial to addressing absenteeism and promoting inclusive education.
The complex issue of absenteeism in schools requires a multifaceted approach that acknowledges the systemic barriers and supports that shape student attendance.
By centering the perspectives of students with disabilities and marginalized communities, incorporating Indigenous knowledge and practices, and implementing evidence-based practices and policies, educators and policymakers can develop inclusive education policies and practices that prioritize the needs of all students. This can involve developing holistic development approaches to education, recognizing the emotional and spiritual well-being of students, and providing accessible and equitable education opportunities. Ultimately, addressing absenteeism requires a nuanced understanding of the complex interplay between systemic barriers, mental health issues, and insufficient school supports, as well as a commitment to inclusive and equitable education for all students.