Author: Dr. Lance K. Reed

By Dr. Lance K. Reed

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Explore the causes of chronic absenteeism and how student engagement—especially through extracurricular activities—can improve attendance. Practical, research-based strategies to help schools take action.

Introduction

Chronic absenteeism has emerged as one of the most pressing issues facing schools today. Recent data from the U.S. Department of Education shows that more than 1 in 4 students missed 10% or more of the school year in 2021–2022. These numbers reflect a troubling post-pandemic trend, with attendance rates yet to recover in many districts.

As an experienced school administrator and researcher, I’ve spent years studying the patterns behind attendance. My dissertation, “Relationships Between Participation in Extracurricular Activities, ACT Scores, GPA, and Attendance in Select Public High Schools in Mississippi,” revealed a consistent pattern: students who engage in school beyond the classroom show up more—and do better.

Let’s take a closer look at what’s driving chronic absenteeism and how schools can respond.

What Is Chronic Absenteeism?

Chronic absenteeism is typically defined as missing 10% or more of instructional days, regardless of whether the absences are excused or unexcused. That translates to about 18 missed days in a 180-day school year.

This measure goes beyond truancy. It shines a light on patterns of disengagement that often go unnoticed until it’s too late.

Top Causes of Chronic Absenteeism

Chronic absenteeism is rarely about laziness or defiance. More often, it reflects:

Disengagement: Students who don’t feel a connection to school are more likely to stay home. Health & Mental Health: Anxiety, depression, and untreated conditions are growing factors, especially after COVID-19. Family & Economic Challenges: Housing instability, job obligations, or lack of transportation impact daily attendance. Discipline & Suspensions: Exclusionary practices often escalate absenteeism among at-risk students. Low Academic Confidence: Students falling behind academically may begin to avoid school altogether.

What the Research Shows

In my study of Mississippi public high schools, students actively involved in extracurricular activities:

Had fewer absences than those not involved Demonstrated higher GPAs Showed lower rates of behavior referrals

The data reinforced what many educators already sense: student engagement is directly tied to attendance, achievement, and behavior. When students participate in something meaningful, school becomes a place they want to be.

Strategies to Reduce Chronic Absenteeism

Here are research-backed steps schools can take to combat absenteeism:

1. Expand Opportunities for Engagement

Open access to clubs, athletics, and leadership groups for all students—not just high-achievers. Focus on inclusion, not exclusion.

2. Build Positive Relationships

Mentorship programs, advisory periods, and consistent adult check-ins help students feel seen, supported, and accountable.

3. Improve Communication with Families

Reach out proactively when attendance declines. Share why attendance matters—not just the rules, but the impact.

4. Track and Act on Early Warning Signs

Use weekly or monthly attendance tracking to flag trends. Don’t wait until a student has missed 20 days—intervene early.

5. Recognize and Celebrate Progress

Celebrate improved attendance, not just perfection. Recognize effort. Create a school culture where “showing up” is a shared goal.

Conclusion

Solving chronic absenteeism won’t happen through policy alone—it requires relationships, data, and student-centered engagement. My research confirms that participation in school life beyond the classroom drives stronger outcomes in attendance, behavior, and academics.

We must make schools places of purpose, belonging, and opportunity.

Because when students show up—everything changes.

By Dr. Lance K. Reed

When people talk about student success, they often focus on grades, test scores, or curriculum. But from my years in education—and through my dissertation research—I know another major factor often gets overlooked: athletics.

This post isn’t about Friday night lights or championship trophies. It’s about how consistent participation in sports—whether it’s football, cheer, track, or cross-country—transforms how students show up academically. Not just in motivation, but in measurable cognitive growth, emotional control, and life habits that matter far beyond the game.

Movement as a Learning Accelerator

What happens on the practice field doesn’t stay there. Daily physical exertion enhances oxygen flow to the brain, builds neural connections, and improves executive functioning—especially for students who struggle in traditional settings. Athletes are practicing sustained focus and rapid decision-making every day, which carries directly into math, reading, and science performance.

That’s not just theory. My dissertation findings confirmed it: students involved in athletics showed greater academic consistency and fewer discipline referrals compared to non-participants.

The Discipline of Time

One of the most underrated academic strengths student-athletes build is time management. Balancing school, practice, and games forces students to prioritize, plan, and follow through. Many of the students I worked with said being in sports made them better students—because they couldn’t afford to procrastinate.

This daily discipline isn’t just helpful—it’s transformative.

Emotional Control: A Hidden Classroom Skill

Academic success isn’t just about intelligence—it’s about regulation. Sports teach students how to process failure, stay composed under pressure, and bounce back from setbacks.

Whether it’s a missed shot in a game or a low score on a quiz, students with athletic experience are often more resilient, more adaptable, and less likely to disengage. That’s a skill set every classroom benefits from.

Leadership in Action

Athletics also build leaders. On the field or court, students learn to take responsibility, support teammates, and make decisions quickly. In school, these same students are more likely to take initiative in group projects, speak up in class, and serve as peer mentors.

These aren’t just “soft skills”—they’re life skills.

What Schools Can Do Now

Here are a few simple steps school leaders can take to build on the benefits of athletics for academic success:

Schedule smarter: Use practice calendars as examples to teach time management to all students. Make the connection: Help students understand the brain-body link by teaching the science behind movement and focus. Promote inclusion: Encourage participation across all ability levels—not just elite athletes. Extend support: Use tutoring, recovery zones, and mentoring programs modeled after athletics to support all students.

Final Thought: Sports as Academic Fuel

Athletics aren’t just an after-school activity—they’re a foundation for success. They create structure, build confidence, and develop the kinds of cognitive and emotional habits students need to thrive in every part of life.

It’s time we stop calling athletics “extracurricular.”

They’re essential.

Dr. Lance K. Reed

Researcher/Student Engagement Advocate

In today’s educational landscape, school leaders are searching for effective strategies to boost student achievement, improve attendance, and reduce dropout rates. While technology integration and curriculum design often dominate the conversation, one of the most overlooked—but highly impactful—factors is student participation in extracurricular activities.

Research-Backed Benefits

In my doctoral research, “Relationships Between Participation in Extracurricular Activities, ACT Scores, GPA, and Attendance in Select Public High Schools in Mississippi” (University of Southern Mississippi, 2014), I found a statistically significant relationship between student participation and key academic indicators:

– Students involved in extracurricular activities had higher GPAs than their non-participating peers.
– Participants scored better on the ACT, even when controlling for other variables.
– Attendance was consistently higher among students involved in athletics, clubs, or performing arts.
– Behavior referrals were generally lower in engaged students.

These findings echo what we are seeing nationwide. In 2024, the National Center for Education Statistics (NCES) reported that students involved in at least one extracurricular activity were more likely to attend school consistently and graduate on time. With post-pandemic absenteeism still plaguing many schools, this data is more important than ever.

The Current Problem

As of mid-2025, many districts are still reporting chronic absenteeism rates above 20%, according to data from Attendance Works. In some high schools, disengagement is driving down both academic performance and student morale. Meanwhile, extracurricular programs are being cut due to budget constraints—even though these programs are often the very thing keeping students connected to school.

The Opportunity for Change

This is where school leaders must lean in.

Participation isn’t just an “extra.” It’s essential.

When students join a team, club, or organization, they build responsibility, social bonds, and intrinsic motivation to succeed—not just on the field or stage, but in the classroom.

The upcoming REED Platform is being designed to help districts monitor this impact in real-time, showing how participation correlates with GPA, attendance, ACT performance, and behavior. With this data, administrators can evaluate programs, guide sponsors, and advocate for the resources that keep students engaged.

Key Takeaway

If you’re an administrator, counselor, or teacher—ask yourself:

Are your students participating?
And if not, what’s keeping them on the sidelines?

The data is clear: Participation matters.
It’s time we treat extracurricular engagement as a core part of our school improvement strategies—not an afterthought.

Next Week: From Practice to Progress: How Athletics Boost Classroom Success

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

Transitioning from middle school to high school marks a significant milestone for students and parents alike. Reflecting on my own experience, I recall feeling overwhelmed amidst the sea of new faces and unfamiliar surroundings. Navigating the socioemotional challenges of this transition period was daunting, and in hindsight, I realize there could have been a more supportive environment to ease this shift. Extensive educational research, coupled with my own leadership insights, underscore the advantages of implementing a dedicated 9th-grade building within a high school setting. Here, I delve into the myriad benefits that such an approach offers for students embarking on their high school journey.

Seamless Transitions Through Comprehensive Orientation Programs:

One of the primary advantages of a 9th-grade building is the implementation of comprehensive orientation programs. These initiatives aim to prepare both students and parents for the rigors of high school life. From district-wide assemblies addressing expectations, curriculum, and graduation requirements, to specialized events like Acceleration Night and Electives Night, every effort is made to acquaint incoming freshmen with the array of academic and extracurricular opportunities available. The pinnacle of these programs is the 9th Grade Academy—a summertime gathering where administrators, teachers, counselors, and staff are introduced, fostering a sense of familiarity and support before the school year even begins. By familiarizing students with their new environment and providing essential resources from the outset, these orientation programs alleviate anxiety and pave the way for a smoother transition into high school life.

Fostering Strong Teacher-Student Connections:

In a 9th-grade building, the proximity of students to their teachers fosters the development of strong, nurturing relationships—a cornerstone of academic success. Teachers collaborate to tailor their approaches to individual student needs, while consistent communication with parents ensures a united front in supporting student progress. These connections extend beyond the classroom, fostering a sense of belonging and camaraderie within the school community. Research underscores the pivotal role of teacher-student relationships in predicting academic achievement. When students feel valued and supported, they are more likely to engage actively in their studies, seek assistance when needed, and strive for excellence.

Tailored Curriculum for Academic Achievement:

Another key benefit of a dedicated 9th-grade building is the ability to tailor the curriculum to meet the specific needs of incoming students. With a strategic focus on core subjects and embedded test preparation, students are equipped with the content knowledge, critical thinking skills, and test-taking strategies essential for success on standardized assessments such as state exams and the ACT. Engaging lessons and ongoing professional development ensure that teachers are equipped to deliver the curriculum effectively, further enhancing student learning and achievement.

Conclusion:

In conclusion, the integration of a 9th-grade building within a high school setting offers numerous advantages that support student success and well-being. From comprehensive orientation programs that ease the transition into high school life, to fostering strong teacher-student connections and tailoring the curriculum for academic achievement, this approach lays a solid foundation for freshmen embarking on their high school journey. By prioritizing the needs of incoming students and creating a supportive learning environment, schools can empower students to thrive both academically and personally.