Chronic Absenteeism and the Power of Participation

Dr. Lance K. Reed

By Dr. Lance Kelvin Reed

Chronic absenteeism — defined as missing 10% or more of a school year — continues to present a persistent challenge for school systems nationwide. It’s often linked to academic underperformance, disengagement, and an increased risk of dropping out. While schools commonly respond with stricter attendance policies or academic interventions, one underutilized but impactful approach lies in an area often labeled as “non-academic”: extracurricular activities.

In my 2014 doctoral study, Relationships Between Participation in Extracurricular Activities, ACT Scores, GPA, and Attendance in Select Public High Schools in Mississippi, I investigated whether and how involvement in extracurricular activities relates to key educational outcomes. Among the clearest and most consistent findings was this: students who participated in extracurricular activities had significantly better attendance than those who did not.

This relationship persisted even after controlling for factors like gender, race, and socioeconomic status.

Attendance and Participation: What the Data Shows

Using archival attendance records from the senior class of 2013 across four Mississippi high schools, the study showed a clear positive association between levels of extracurricular participation and school attendance. Students involved in athletics, band, cheer, choral groups, and academic clubs were markedly less likely to be chronically absent than their peers who did not participate in any extracurricular activities.

This quantitative analysis was further supported by educator responses to the Reed’s Extracurricular Perception Instrument (REPI). Teachers and administrators overwhelmingly reported that they observed better attendance among students who were actively engaged in school-sponsored programs — particularly those who participated consistently over time.

Why Participation May Improve Attendance

While correlation does not prove causation, there are several plausible, research-backed explanations for why extracurricular participation is associated with higher attendance:

1. A Stronger Sense of Belonging
Students who participate in extracurricular activities tend to feel more socially connected to their school community.

2. Built-in Accountability Structures
Programs often have eligibility requirements tied to attendance.

3. Positive Reinforcement Loops
Involvement allows students to experience success in non-academic settings.

4. Routine and Time Management
Structured after-school activities create daily routines and expectations.

The Cost of Overlooking Engagement

Chronic absenteeism is not just a numbers problem — it’s a symptom of disengagement. When schools reduce or eliminate extracurricular programs due to budget constraints or scheduling demands, they may unintentionally remove one of the few sources of school connection for at-risk students.

Moreover, this issue disproportionately affects students from lower-income families. Extracurriculars can offer those students not only a reason to attend but also access to social capital and adult mentorship that buffers against risk.

A Critical Piece of the Attendance Puzzle

This research — along with supporting studies across the country — indicates that extracurricular involvement isn’t a bonus or an afterthought. It’s a core component of a healthy school ecosystem. It supports attendance not by coercion, but by connection.

While improving attendance may require multiple coordinated strategies, extracurricular participation can play a vital, often overlooked role. When students find meaning and motivation in school, their likelihood of showing up increases — consistently and significantly.

Final Reflection

As schools evaluate their programs and priorities, especially in the face of budgetary challenges, extracurricular activities should not be treated as expendable. Instead, they should be recognized for their real, measurable contribution to student outcomes — including one of the most foundational: showing up.

By creating environments where students feel seen, supported, and involved, schools don’t just reduce absenteeism — they build the kind of community that encourages persistence, performance, and long-term success.

Citation

Reed, L. K. (2014). Relationships Between Participation in Extracurricular Activities, ACT Scores, GPA, and Attendance in Select Public High Schools in Mississippi [Doctoral dissertation, University of Southern Mississippi]. The Aquila Digital Community. https://aquila.usm.edu/dissertations/368

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Published by Dr. Lance K. Reed

I am the son of two dedicated educators, and growing up I vowed never to follow in their footsteps. Instead, I pursued football, earning a scholarship to Louisiana Tech University where I had the privilege of serving as captain of the football team. My college years were filled with both triumphs and challenges, but through perseverance I earned a B.S. in Mathematics with a minor in English, along with coursework in computer programming. At graduation, I was confident that opportunities awaited a young Black male with leadership experience, academic discipline, and athletic credentials. However, the career path I envisioned did not immediately materialize. Instead, I was offered a position teaching high school mathematics, stepping into the shoes of a highly respected teacher in a neighboring community. What began as a one-year commitment evolved into a calling. After that year, I returned to Louisiana Tech to pursue a Master of Education in Secondary Mathematics, which became the foundation of my career in education. My journey then took me to Arlington, Texas, where I spent six years teaching math and coaching. During that time, I learned the importance of modeling excellence both inside and outside the classroom. I poured myself into teaching with the same intensity I brought to coaching, and I was fortunate to grow alongside skilled professionals who shaped my early philosophy as an educator and leader. The relationships and experiences I built during this period remain invaluable. The next chapter of my career brought me back home to Natchez, Mississippi, where I served as Head Football Coach and math teacher at Natchez High School—my alma mater. Coaching and teaching in my hometown was a dream realized. I dedicated myself to my school and community, and together we experienced tremendous growth in both academics and athletics. The memories we created and the success of my students and athletes, many of whom are now thriving as young adults, remain my greatest rewards. In 2014, I completed my dissertation and earned a Ph.D. in Educational Administration from the University of Southern Mississippi. This milestone deepened my commitment to leadership in education. Today, I serve as the 9th Grade Principal and District Dropout Prevention Coordinator at South Panola High School in Batesville, Mississippi. Now in my fourth year in this role, I continue to learn, grow, and lead. My current platform allows me to share my experiences, advocate for students, and collaborate with colleagues on pressing educational challenges. Looking back, I see that my vow to avoid education was simply a detour to my true purpose. Each step of my journey has prepared me to influence lives, lead with integrity, and build systems that give students opportunities to thrive.

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