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It argues attendance outcomes hinge on what schools do: the developmental relationships students experience, the sense of belonging created through school climate, and explicit social-emotional skill building. Four actionable levers connect relationships, caring communities, competencies, and structured engagement to reduce disengagement, weak belonging, and perceived academic failure.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/connection-that-keeps-students-coming-back-improving-student-attendance-through-relationships-community-and-engagement/584328/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/connection-that-keeps-students-coming-back-improving-student-attendance-through-relationships-community-and-engagement/584328.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does chronic absenteeism persist even when schools were not directly disrupted?","Question",{"text":112,"@type":113},"Attendance remains strongly tied to grades and test scores, and every additional absence correlates with lower achievement. Absences also cause academic and social losses that compound over time, affecting both absent students and the whole instructional environment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the four levers proposed to bring students back?",{"text":117,"@type":113},"The briefing highlights developmental relationships, a caring classroom and school community, explicit social and emotional competencies, and engagement through mindset and structure using collaborative learning routines.",{"name":119,"@type":110,"acceptedAnswer":120},"How do relationships specifically influence attendance?",{"text":121,"@type":113},"When students experience the elements of developmental relationships—express care, challenge growth, provide support, share power, and expand possibilities—attendance improves. Losing a key relationship mid-year sharply increases academic risk, showing relationships must be sustained, not merely initiated.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584328,1792122294,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","July 2026  \nConnection That Keeps Students Coming Back  \nImproving Student Attendance Through Relationships, Community, and Engagement  \nAuthors: Dr. Sheldon Berman and Dr. Rista Plate  \nTable of Contents  \nExecutive Summary 3  \nIntroduction 5  \nI Am Known: Why Relationships Are the Lever 5  \nThe Developmental Relationships Framework 5  \nHow Each Element Supports Showing Up 6  \nRelationships Must Be Sustained, Not Just Built 7  \nFor Teachers: Daily Practices That Build Connection 8  \nFor Administrators: Creating the Conditions 8  \nI Belong Here—Building a Caring Classroom Community 10  \nBuilding Community: What Teachers and Administrators Can Do 11  \nDeveloping Social and Emotional Competencies 12  \nWhat I’m Learning Matters: Deepening Engagement Through Mindset and Structure 14  \nCollaborative Learning: Engagement and Social and Emotional Learning Through Academic Work 14  \nThe Bottom Line 16  \nReferences 17  \nKey Resources and Links 19  \nConnection That Keeps Students Coming Back 2  \nExecutive Summary  \nChronic absenteeism has nearly doubled nationally since the pandemic , and progress has stalled even among students whose schooling was not directly disrupted. The cost is steep and cumulative:  \nEvery additional absence is tied to lower achievement , and persistent absence erodes instructional time and school culture for all students , not only those who miss class .  \nYet schools serving similar students in similar neighborhoods often post markedly different attendance rates—strong evidence that what schools do matters . This brief argues that the relationships students experience and the social and emotional skills those relationships build are among the most powerful , controllable levers schools have , because they address several root causes of absenteeism—disengagement , weak belonging , and a sense of academic failure—at once .  \nFour Levers for Bringing Students Back to School  \n Developmental relationships. Search Institute 's framework names five elements of developmental relationships: Express Care , Challenge Growth , Provide Support , Share Power , and Expand Possibilities . Adults can use these elements to build and sustain strong relationships with students . As many as o ne in five students report having none of these relationships . Where students have these strong relationships , attendance improves and the benefits are amplified for students with I EPs and 504 plans; where a key relationship is lost mid-year , students ' academic risk rises sharply, underscoring that relationships must be sustained , not just built.  \n A caring classroom and school community. School climate—safety, belonging , family-teacher trust—can matter more for attendance than a student 's neighborhood or demographics . Research has found that a strengthened sense of community was the mechanism through which better teaching practices produced positive outcomes .  \n Social and emotional competencies. Explicit instruction in the CASEL 5 competencies  , reinforced throughout the academic day, builds the skills students need to manage themselves and connect with others . A study of more than 8 , 000 middle schoolers found that students who grew in social and emotional competence over a single year had 47.7 percent lower odds of chronic absenteeism than peers who did not grow .  \nConnection That Keeps Students Coming Back 3  \n Engagement through mindset and structure . A “mentor mindset” that pairs high standards with high support , together with well-structured collaborative-learning routines , deepens students 'investment in their classes and peers—building the same competencies tied to stronger attendance .  \nPutting It into Practice  \nFor each of these four levers , this brief pairs the research with concrete , low-cost actions for teachers and for administrators .  \nThe Bottom Line  \nAttendance is not driven by policy alone; it is driven by whether students experience school as a place where they are known , supported , challenged , ","cbCaitOKnbc2scDa","https://ap.wps.com/l/cbCaitOKnbc2scDa","pdf",4202859,"English","# Executive Summary\n# Introduction\n## I Am Known: Why Relationships Are the Lever\n## For Teachers: Daily Practices That Build Connection\n## I Belong Here—Building a Caring Classroom Community\n## What I’m Learning Matters: Deepening Engagement Through Mindset and Structure\n## The Bottom Line\n# References\n# Key Resources and Links","[{\"question\":\"Why does chronic absenteeism persist even when schools were not directly disrupted?\",\"answer\":\"Attendance remains strongly tied to grades and test scores, and every additional absence correlates with lower achievement. Absences also cause academic and social losses that compound over time, affecting both absent students and the whole instructional environment.\"},{\"question\":\"What are the four levers proposed to bring students back?\",\"answer\":\"The briefing highlights developmental relationships, a caring classroom and school community, explicit social and emotional competencies, and engagement through mindset and structure using collaborative learning routines.\"},{\"question\":\"How do relationships specifically influence attendance?\",\"answer\":\"When students experience the elements of developmental relationships—express care, challenge growth, provide support, share power, and expand possibilities—attendance improves. Losing a key relationship mid-year sharply increases academic risk, showing relationships must be sustained, not merely initiated.\"}]","Connection That Keeps Students Coming Back - Improving Student Attendance Through Relationships, Community, and Engagement | PDF",1792050680]