Theses and Dissertations
Date of Award
2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Abraham S. Fischler College of Education and School of Criminal Justice
Advisor
Barbara Christina
Committee Member
Noel Gray
Committee Member
Kimberly Durham
Keywords
academic success, attendance, chronic absenteeism, collaborative approach, community factors, community partners, counselors, early intervention, educational leadership, excessive absences, excessive absenteeism, family relationships, family responsibilities, high school graduation, individualized support services, mental health concerns, mentors, parent perspectives, parental engagement, phenomenological study, policymakers, qualitative research, regular communication, school climate, school communities, school leaders, semi-structured interviews, socioeconomic hardship, student attendance, student disengagement, teacher perspectives, transportation barriers, truant, truancy
Abstract
This qualitative phenomenological study explored the perspectives of parents and teachers regarding excessive student absenteeism in an urban high school setting and the implications of persistent absences for students' academic success and high school graduation. Excessive absenteeism remains a major challenge for schools in urban communities where children experience multiple personal, family, school and community factors that may influence attendance. Understanding how parents and teachers perceive these factors can provide insight into the experiences and challenges associated with chronic absenteeism, as well as the strategies they believe may support improved student attendance, academic success, and progress towards high school graduation.
Data for this study was collected through semi-structured interviews with parents and teachers who had firsthand experience supporting students with excessive absences. Interview transcripts were analyzed using a phenomenological approach to examine participants lived experience and identify significant statements, shared meanings and recurring themes. Parents and teachers consistently described socioeconomic hardship, family responsibilities, mental health concerns, limited parental engagement, transportation barriers, student disengagement, and school climate as key factors influencing excessive absences.
Parents and teachers emphasized that improving student attendance required a collaborative approach involving school leaders, teachers, counselors, mentors, families, and community partners. They describe regular communication, early intervention, individualized support services, and strong family relationships as essential strategies for reducing excessive absences and increasing students’ opportunities for academic success and high school graduation.
This study provides insight into excessive student absences through the perspectives of parents and teachers who work closely with affected students. The findings contribute to the educational leadership literature by highlighting the value of collaborative, context-specific approaches that strengthen attendance, increased student engagement, and support students’ progress towards high school graduation. These findings may assist school leaders, teachers, and policymakers in developing strategies that are responsive to the needs of their school communities.
NSUWorks Citation
Tamieka McLaughlin. 2026. Exploring Excessive Absences in an Urban School Setting: Implications for Student Academic Success and High School Graduation. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (1235)
https://nsuworks.nova.edu/fse_etd/1235.