Resources for community partners, professionals and early learning educators

A school attendance problem occurs when a student’s pattern of absences—whether full days, partial days, or chronic tardiness—interferes with learning, social development, or the student’s ability to meet educational expectations.  School attendance problems may develop for many reasons, including problematic anxiety, emotional distress, learning difficulties and stressors or barriers in the student’s environment.

The metric being used in New Brunswick is chronic absenteeism.  Chronic Absenteeism occurs when a student misses more than 10% of instructional time, which is approximately 18 days in a school year.

Chronic absenteeism has basically doubled since the COVID pandemic.  In Anglophone school districts, the percentage of students who were chronically absent increased between 2018-2019 and 2024-2025, rising from 15% to 32% for elementary students, from 20% to 39% for middle school students and from 26% to 41% for high school students.  

In the Anglophone sector, Education and Early Childhood Development is implementing a four-point plan to standardize processes around attendance, improve data tracking and analysis, improve interventions for school attendance problems and raise awareness about school attendance.

But schools won’t be able to solve this problem on their own.  Chronic absenteeism is a community problem requiring a community response, not simply a school problem.

Youth-serving organizations, including sport, music and drama clubs, often serve as valuable partners for schools. They share a common commitment to supporting the healthy development, learning and well-being of young people.

• In your buildings, display materials that encourage students to come to school, such as New Brunswick’s “So Many Reasons to Show Up at School” posters.  
• When organizing activities for young people, remember how important it is for students to go to school.
• Try to schedule activities outside of school hours.
• When an activity needs to take place during school hours, try to minimize the impact on the students.  For example, if a game is scheduled for Friday afternoon, encourage the students to attend school in the morning before the game.
• Remind students of the importance of attending school.

Municipalities and schools are both dedicated to enhancing the well-being, growth and success of children and youth in the community.  In many parts of New Brunswick, the schools and community buildings are the most important places for students and their families. 

• In your buildings, display materials that encourage students to come to school, such as New Brunswick’s “So Many Reasons to Show Up at School” posters.  Community centres, rinks and libraries can help support the message that school attendance is important.
• Be open to collaborating with local schools on attendance awareness campaigns and collaborating on local attendance initiatives.

Health professionals and schools are both dedicated to promoting the heath, well-being and positive development of children and youth.

• In your office, display materials that promote good attendance, such as New Brunswick’s “So Many Reasons to Show Up at School” posters.  
• If appropriate to your work with the student, be open to discussing school attendance and reinforcing the importance of school.
• If appropriate to your work with the student and with appropriate patient consent, be open to consulting with the school if school attendance problems develop.
• If your work involves concerns related to school attendance problems, such as anxiety, promote attendance rather than avoidance and stay current on best practices for school refusal.

Mental health professionals and schools are both dedicated to supporting the mental health, well-being and positive development of children and youth.

• In your office, display materials that promote good attendance, such as New Brunswick’s “So Many Reasons to Show Up at School” posters.  
• Be open to consulting with the school if school attendance problems develop, with appropriate client consent.  Schools can sometimes collaborate closely with mental health professionals on interventions for school attendance problems.
• If your work with a student involves concerns related to school attendance problems, when possible promote attendance and stay current on best practices for school refusal.

Early childhood educators create environments that promote children’s health, safety, well-being and learning, while strengthening partnerships with families and communities.

Children learn everywhere, at home with their families, in their communities and in early learning programs. Each of these experiences contributes to their growth. Establishing routines and consistency within these contexts builds a strong sense of security in the early years. Regular participation in early learning environments can enrich a child’s journey by nurturing relationships and expanding opportunities for play, well-being, literacy and diversity.

Early childhood educators can support families by:

• Providing information about community resources when challenges arise.
• Engaging in respectful, supportive conversations about participation.
• Affirming the value of each day in a child’s early learning experience, while recognizing the important role of family and community learning.

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