Ecologies Underlying Chronic Absenteeism in Rural Schools: Toward Strategic Leadership Intervention
DOI:
https://doi.org/10.3776/tpre.2026.v16n1p162-188Keywords:
adverse childhood experiences, chronic absenteeism, U.S. rural schools, school leadershipAbstract
Chronic absenteeism in rural schools calls for strategic response from leaders. In this distinct context, an integrative review was guided by the research question, what do studies of chronic absenteeism in rural U.S. schools identify as factors, challenges, and strategies for leadership? Extant research on chronic absenteeism leaves a critical void in understanding the rural education–school leadership intersection and, specifically, factors that affect student absence and evidence-based counteractions. Bronfenbrenner’s Ecological Systems Theory undergirded this review wherein qualitative analysis of 106 peer-reviewed sources produced three themes: complex multifactor ecologies underlie chronic absenteeism; adverse childhood experiences affect school attendance and outcomes; and leadership influence and interventions target improved student performance. Findings could contribute to evidence-based programs for trauma-informed attendance strategies, community awareness of chronic absenteeism, and initiatives that build resilience. By exploring factors that contribute to absenteeism in rural schooling and preventative measures, this study aims to provide administrators, educators, and communities with actionable insights and low-cost solutions. Implications for practice, preparation, and research are discussed.
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