Date of Award
7-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Education
First Advisor
Sara Hahn-Huston, D.Ed.
Second Advisor
Debra Espinor, Ed.D
Abstract
Absenteeism is on the rise in schools, significantly impacting young students. Despite ongoing interventions, chronic absenteeism continues to grow in primary grades, creating potential deficits in learning, health, and life outcomes. Although chronic absenteeism has been extensively researched, lack of clarity exists about the most effective methods to improve student attendance.
Research has indicated connecting families with schools can positively intervene in absenteeism. The purpose of this study was to determine how parents’ participation in attendance-based workshops affects their perceptions of the value of attendance in primary grades. Due to the complexity of absenteeism, the study employed Bronfenbrenner’s (2001) bioecological framework to understand how attending school impacts children’s development at each systemic level. Further, Epstein’s (2007) family types frame the intervention, with workshops designed to foster school-family connections by teaching about protocols, health factors, habits and routines, and access to community resources.
This explanatory sequential mixed-methods study used descriptive statistics and semistructured interviews to determine whether these tiered workshops would improve parents’ opinions about the importance of attendance in younger grades and its impact on their child’s academic success. Results indicated no significant correlation between parents’ participation in the workshops and improved attendance in their primary-grade children. Further, parent questionnaires demonstrated no change in perceptions about the value of attendance.
Interviews were added to learn more about how these workshops shaped how parents thought about attendance. Through the interviews, all parents reported changes in their beliefs about how important consistent attendance was for their child.
Recommended Citation
Ruby, Kelli, "The Impact of Attendance-Based Parent Workshops on Student Absenteeism in the Primary Grades" (2025). Doctor of Education (EdD). 262.
https://digitalcommons.georgefox.edu/edd/262