Since schools closed their doors in March 2020, the United States has seen a dramatic rise in students who are chronically absent. What began as an emergency measure to “flatten the curve” has left lasting marks on school culture, student habits and academic performance.
Millions of students missed in-person learning for months during the height of COVID-19. While some Georgia districts reopened in the fall of 2020, many, including large systems like DeKalb County and Atlanta Public Schools, remained closed to in-person learning that semester. Bars, restaurants and stores reopened quickly, but for many children, classrooms did not.
The disruption to learning was profound, and for many students, the habit of attending school every day was lost.
What the Numbers Show Five Years Later
Georgia defines chronic absenteeism as missing more than 10% of the 180-day school year – meaning students can miss a whopping 17 days of school before crossing that threshold. In other words, chronically absent students are failing to clear a very low bar. Today, 22% of Georgia students are chronically absent, according to the American Enterprise Institute’s Return 2 Learn Tracker. This is an improvement from two years ago, when the rate was 25%, but it remains far higher than the pre-pandemic rate of roughly 13%.
Absenteeism is not just a problem in Georgia; it mirrors a national trend. Nationwide, the average chronic absenteeism rate is 24%, nearly double pre-pandemic levels. Some states are faring even worse: Alaska tops the list with 43% of students chronically absent, while Florida, Michigan, New Mexico and Oregon all exceed 30%.
Why Chronic Absenteeism Matters
Chronic absenteeism is more than a statistic; it is an early warning sign of academic failure and long-term disengagement. Students who miss significant instructional time fall behind in reading, math and other subjects, creating gaps that compound over time. Teachers face the challenge of re-teaching material and managing classrooms where students are frequently absent, which affects even those who are present daily.
The impact extends far beyond academics. Students who are not in school miss opportunities to build friendships, connect with mentors and feel connected to a supportive community. Research shows that students who feel disconnected are at higher risk for anxiety, depression, dropping out and becoming involved in risky behaviors or crime. In other words, we know chronic absenteeism is not just a school problem, but a community problem.
Georgia Lawmakers Are Responding
Recognizing the urgency of the issue, Georgia lawmakers have taken steps to address it. In the most recent legislative session, the General Assembly passed Senate Bill 123, sponsored by Sen. John Kennedy, R-Macon, to update Georgia’s compulsory school attendance laws.
Among its key provisions, the new law prohibits public schools from expelling students solely because of absenteeism. Instead, it shifts the focus to early intervention and support, requiring local attendance review teams and standardized protocols to address chronic absenteeism before it becomes severe.
Both the House and Senate have also launched study committees to better understand the causes of absenteeism and recommend further policy solutions. These actions show that lawmakers are treating absenteeism not as a disciplinary issue, but as a systemic challenge requiring coordinated solutions.
The Cultural Shift
Still, we must understand that policy alone cannot solve the problem. Since 2020, there has been a noticeable cultural shift: Missing school is far more socially acceptable today than it was five years ago. The social breakdown and isolation of the pandemic years left many students feeling disconnected from their teachers, peers and school community. When children don’t feel known, supported or valued, their motivation to show up every day naturally erodes.
Reversing this trend will require more than compliance monitoring. Schools must rebuild a culture of connection and accountability.
Practical steps include providing mentors and “success coaches” who regularly check in on at-risk students, and engaging parents early, not just when attendance becomes a legal matter.
At the same time, schools must focus on making the classroom a place where students want to be. A strong school culture, engaging instruction and extracurricular opportunities help restore the sense of belonging that many students lost during the pandemic.
The Way Forward
Chronic absenteeism threatens Georgia’s academic recovery, workforce development and civic future. Every day a student misses school is a day of lost opportunity. If Georgia wants to secure a strong economy and an engaged citizenry, it must restore the expectation that school attendance is non-negotiable.
Senate Bill 123 is a promising start, but it must be followed by sustained collaboration among schools, parents and community leaders. Together, they can rebuild a culture that prioritizes daily attendance, reengages students and ensures every child has the chance to learn, grow and thrive.