The Empty Desks of Vermont: Why Getting Kids Back to School Isn’t Just About Attendance
There’s something haunting about an empty classroom desk. It’s not just the physical absence of a student; it’s the void it represents—a gap in learning, in connection, in potential. Vermont’s recent struggle with chronic absenteeism, defined as missing 10% or more of the school year, has become a stark reminder of how deeply the pandemic reshaped our relationship with education. What’s particularly striking is that even four years later, the state is still grappling with a problem that’s far more complex than just getting kids to show up.
The Numbers Tell a Story, But Not the Whole One
Let’s start with the data, because it’s jarring. Chronic absenteeism in Vermont jumped from 18% pre-pandemic to a staggering 42% in the 2021-22 school year. While it’s dropped to 25% in 2023-24, that’s still alarmingly high. Personally, I think what’s most fascinating here isn’t the numbers themselves, but what they imply about societal shifts. The pandemic normalized remote learning, and with it, the idea that school attendance could be flexible. What many people don’t realize is that this flexibility has inadvertently eroded the communal expectation that kids should be in school every day. It’s not just about laziness or truancy—it’s about a fundamental rethinking of what education looks like.
The Social Contract of Learning
Bill Kimball, Superintendent of the Maple Run Unified School District, nails it when he says learning is a social experience. From my perspective, this is the crux of the issue. Math, science, and language arts aren’t just about memorizing facts; they’re about engaging with peers, asking questions, and making connections. Remote learning, while a lifeline during the pandemic, stripped away that social dimension. Now, even as schools reopen, the challenge isn’t just logistical—it’s psychological. How do you rebuild a culture of attendance when the rules of the game have changed?
Excused Absences: A Double-Edged Sword
Here’s where things get tricky. Vermont’s new law expands the definition of excused absences, allowing parents to pull kids out for reasons like vacations or sports leagues. On the surface, this seems like a step backward. Why make it easier for kids to miss school when attendance is already a problem? But if you take a step back and think about it, this move acknowledges a reality: modern families are juggling more than ever. What this really suggests is that attendance isn’t just a school issue—it’s a societal one. The law isn’t just about enforcement; it’s about meeting families where they are.
The Human Side of Absenteeism
One thing that immediately stands out is that half of chronic absences are excused by parents. This raises a deeper question: What’s driving these decisions? Is it health issues, family challenges, or something else entirely? Kimball’s approach of sending staff to homes to engage with parents is a masterclass in empathy. It’s not about blaming families; it’s about understanding their struggles. In my opinion, this is where the real work happens. Truancy enforcement feels like a sledgehammer, but personalized support? That’s a scalpel—precise and effective.
The Broader Implications: What’s at Stake?
Chronic absenteeism isn’t just a Vermont problem; it’s a national one. But Vermont’s approach offers a blueprint for others. What makes this particularly fascinating is how it challenges our assumptions about education. For decades, we’ve treated attendance as a given, not a choice. Now, we’re forced to confront the fact that showing up isn’t just about compliance—it’s about community, connection, and shared values. If we don’t address this, we risk creating a generation that sees education as optional, not essential.
Looking Ahead: The Future of Attendance
Here’s my prediction: the next few years will see a reckoning in how we define school attendance. Will we double down on rigid policies, or will we embrace flexibility while finding ways to preserve the social fabric of learning? Personally, I think the answer lies in balance. We can’t go back to pre-pandemic norms, but we also can’t afford to let attendance slip further. The key will be in how we redefine the social contract of education—not just for Vermont, but for everyone.
Final Thoughts
As I reflect on Vermont’s struggle, I’m reminded of something Kimball said: “It’s been hard to pull back from that pandemic mindset.” Truer words were never spoken. The challenge isn’t just about filling empty desks; it’s about rekindling a sense of purpose and belonging. In a world where flexibility is the new norm, perhaps the real question is: How do we make school a place kids want to be? That, to me, is the million-dollar question—and one that Vermont is bravely trying to answer.
