Since the pandemic, the rate of students labeled as 'chronically absent,' usually defined as missing 10% or more of the school year, has significantly increased. Yet students are not the only ones with attendance challenges. Sara Mervosh, in her piece “Teachers Are Missing More School, and There Are Too Few Substitutes,” unveils an equally worrying trend: an uptick in teacher absenteeism surpassing pre-pandemic levels. Such a phenomenon prompts real concerns over learning continuity and the strain on educational resources, underlining the indispensable role teachers play within our schools.
While teachers might take time away from their job duties less than other similar college-aged workers according to at least one study, their absences have a direct impact on their students' learning outcomes and are a likely factor in their rising chronic absenteeism rates as well. An increasing trend of absenteeism among teachers places additional pressure on an educational system that is already working tirelessly to help students recover from the impact of school closures due to the pandemic on their academic and developmental progress. Effectively addressing this requires examining the multifaceted nature of teacher absenteeism, including its historical context, present impact, and the proactive measures necessary to support our educators and students.
Historical Context Pre-Pandemic
The federal Office of Civil Rights (OCR) through its data collection provided valuable insight as to the scope of the problem before the pandemic. In 2016, Education Week summarized the data collected by OCR during the 2013-14 school year with the headline, “1 in 4 Teachers Miss 10 or More School Days, Analysis Finds.” Two years later in 2018, Education Week revisited the issue by analyzing OCR’s data collection from the 2015-2016 school year, finding “Nationwide, 28 percent of teachers were absent for more than 10 school days.”
In December 2020, just before schools were closed in response to the COVID-19 pandemic, The National Council on Teacher Quality (NCTQ) also provided a sense of the pervasiveness of teacher absenteeism in its analysis of data from the 2016-2017 school year. In “Roll Call 2020,” NCTQ found the teachers missed an average of 9.4 school days and 35% of teachers missed more than 10 days of school in the districts it studied. Interestingly, their research also found that nearly 50% of ‘central office’ staff missed more than 10 days, an astounding figure that is much worse compared to teachers.
Unfortunately, OCR ceased collecting data on teacher absences, so it is not included in its most recent reporting. Likewise, NCTQ appears to have not revisited the topic either. In response to a federal survey conducted during the 2021-2022 school year, 72% of school officials indicated that teacher absenteeism had increased compared to pre-pandemic years, but the results did not give specific details to quantify what that meant.
The lack of comprehensive data collection efforts combined with limited reporting at the state level makes it challenging to fully grasp the extent to which the pandemic has exacerbated teacher absenteeism. Nevertheless, available reporting suggests a troubling increase, underscoring the need for a closer examination of its impact on education.
Examining the Impact
Understanding the impact of teacher absenteeism begins by acknowledging that the most common 180-day school year is not reality. The actual number of effective instructional days is likely much closer to 150, after accounting for numerous non-instructional obligations—ranging from the initial days of acclimatization at the start of the school year to local traditions and required assessments. I outline what this looks like in the table below, using estimates of days deducted for various reasons from the typical 180-day calendar:
The already reduced number of instructional days is further compromised by teacher absenteeism. Each day a teacher is absent, students face a potential discontinuity in their learning experience. This is not merely about the absence of a familiar face but about the absence of consistent, quality instruction. While many substitute teachers can walk into any classroom when needed and deliver great instruction, it is far more likely that they will be stepping into unfamiliar classrooms on short notice, armed only with lesson plans meant to keep students occupied rather than engaged in meaningful learning. Moreover, the variability in substitutes' experience levels, often leaning towards less experienced educators, compounds the challenge of maintaining educational continuity and quality instruction.
Additionally, the operational strain of managing teacher absenteeism extends beyond the classroom. Schools often resort to pulling other teachers or staff away from their primary responsibilities to cover classes, which can dilute the quality of education for more students than those directly affected by the absentee teacher. Financially, the burden grows as districts compensate both the absent teacher and the substitute, a cost that has spiked in the post-COVID era due to increased substitute pay to address shortages. The administrative load also balloons, with human resources teams dedicating vast amounts of time to manage the substitute teacher pool. This task inevitably burdens school principals and office assistants as well.
What can be done?
Navigating the complex issue of teacher absenteeism requires a strategic and multifaceted approach. By addressing the root causes and implementing targeted solutions, schools can create a more supportive environment for teachers and ensure continuity in student learning. I outline some key action areas to consider below.
Identify the scope of the issue locally.
In addressing the challenge of teacher absenteeism, adopting a proactive and comprehensive strategy is paramount. The initial step in this process is the meticulous collection and analysis of data by school and district leaders to understand the issue's complexity fully. This involves going beyond merely quantifying the average number of absences. Leaders must examine the underlying reasons for these absences, their frequency, and identify patterns, such as specific days or periods when absences are most prevalent. The cost of teacher absenteeism should also be a part of this analysis.
This detailed analysis is crucial, as it sheds light on the root causes of absenteeism, ranging from personal health issues to potential systemic problems within the school environment. Understanding these nuances allows for the crafting of targeted interventions tailored to address the specific reasons behind teacher absenteeism. By leveraging this comprehensive data, schools can move beyond surface-level solutions and implement strategies that address the underlying factors contributing to teacher absences, thereby fostering a more supportive and effective teaching environment.
Focus on school culture.
Over the course my twenty years of experience as an educational leader, including service as Superintendent of the Monrovia Unified School District, assistant superintendent, and high school principal, I have learned that teacher absenteeism is an indicator of the health of a school’s culture and agree with Tim Daly's perspective that high rates are indeed a symptom of bigger issues. The critical role that education leaders play in cultivating an environment where teachers feel genuinely trusted, supported, and valued and have the resources they need to be successful cannot be understated.
A positive school culture must go far beyond merely supplying materials or offering professional development opportunities. It must foster a safe, inclusive, and respectful environment for all staff members. This means actively addressing and accommodating teachers' needs, from providing mental health support to encouraging professional autonomy. Such an environment not only boosts job satisfaction but also deepens teachers' commitment to their roles.
Creating a positive school culture also entails effectively setting high standards for academic achievement and behavior for students, with ample support to meet those expectations. Effectively addressing disruptive behavior creates a conducive atmosphere for teaching and learning, significantly reducing teacher stress and burnout. By upholding high expectations, schools affirm their confidence in each student's potential, fostering a culture of mutual respect and achievement. This approach not only benefits students but also contributes to a more satisfying and less stressful teaching environment. These concerted efforts are crucial for bolstering teacher attendance and engagement, highlighting the strong link between a thriving school culture and minimized teacher absenteeism.
Safeguard precious instructional time.
Ensuring maximal instructional time while accommodating necessary professional development and other school obligations demands a strategic reevaluation of current scheduling practices. Prioritizing classroom presence necessitates a thoughtful approach to when and how professional development is conducted. Exploring options such as scheduling these sessions outside of standard school hours, like during evenings or weekends, and potentially adjusting the contractual work year for dedicated professional development time can help preserve valuable teaching moments.
Similarly, the integration of technology for virtual professional development introduces flexibility, allowing teachers to participate in learning initiatives without being physically absent from the school setting. Innovative scheduling within the school day can also accommodate professional learning and collaborative planning, aligning with students' instructional activities to maintain essential teaching periods.
Assessing the impact and relevance of professional development is also important. Districts should ensure that any time allocated to these activities provides significant value, directly contributing to enhanced teaching and learning outcomes. High-quality, relevant professional development sessions not only justify the time spent but also serve as an investment in the school's educational quality.
Beyond professional development, it is critical to apply this balanced approach to other school events and traditions that sometimes encroach on instructional time, like holiday celebrations and assemblies. While these activities are integral to fostering school culture and enriching the student experience, they should be planned with a mindful consideration of their impact on instructional time. Finding creative ways to celebrate and come together as a school community, without significantly detracting from classroom learning, is essential.
Regularly assessing the impact and relevance of all activities that consume instructional time is vital. This ensures that every moment spent away from traditional teaching directly contributes to the school's educational goals and enhances teaching and learning outcomes. High-quality, meaningful engagements, whether for professional development or school-wide events, must offer significant value to justify their place in the school calendar.
Strengthen the substitute teacher system.
It is reality that teachers must miss school for one reason or another from time to time. It is also reality that elevated levels of teacher absences may take a while to subside due to the pandemic’s impact on their personal lives. This makes it imperative for districts to prioritize strengthening the substitute teacher system, recognizing that effective substitutes play a crucial role in maintaining educational continuity.
This commitment involves more than mere financial investment; it encompasses a comprehensive approach to ensuring substitute teachers are not only familiar with but are also an integrated part of the school communities they serve. Key to this integration is the establishment of robust training programs tailored specifically for substitutes, encompassing not just the curriculum but also the school's culture, instructional strategies, and the specific supports they need to navigate their roles effectively.
Creating opportunities for substitute teachers to build meaningful relationships with students, teachers, and staff is also essential. This can be facilitated through regular interaction and involvement in school activities beyond their role as substitutes, fostering a sense of belonging and teamwork. Districts could also implement mentorship programs where substitutes are paired with experienced teachers, allowing for knowledge exchange and further integration into the school community.
Substitutes should have access to resources that equip them to manage the diverse needs of students and the demands of different instructional environments. This includes training in classroom management, special education, language diversity, and the use of educational technology, ensuring they can provide high-quality instruction and support, irrespective of the situation.
Additionally, districts might consider establishing a feedback loop involving substitutes, teachers, and administrators to continually assess and enhance the effectiveness of substitute teaching practices. Feedback can highlight areas of success and identify opportunities for further training or support, ensuring the substitute teaching system evolves in response to the changing needs of the school community.
Leverage virtual options.
At the height of the pandemic, teachers swiftly adapted to the demands of online teaching, becoming proficient in utilizing digital platforms like Zoom to deliver their lessons. This transition not only highlighted the versatility and resilience of teachers but also opened new avenues for maintaining educational continuity. Human resources departments have a unique opportunity to build upon this experience by offering teachers the flexibility to conduct their classes remotely in certain circumstances.
Frequently, teachers find themselves needing to take personal days for a variety of reasons, such as caring for a family member or attending to personal matters, that may only occupy a portion of their day. In these situations, many teachers might be willing to lead their classes online, thereby ensuring that the learning process continues uninterrupted. To facilitate this, classrooms would still require the presence of a staff member for supervision, ensuring that the environment remains conducive to learning and that student needs are met.
Additionally, this virtual approach offers a strategic solution to the challenge of substitute teacher shortages. By enabling highly qualified substitutes who are already adept with the curriculum and digital platforms to provide instruction virtually under certain circumstances, districts can ensure seamless educational continuity without the need to physically be on-site. This would not only make the prospect of substituting more appealing to potential candidates but would also significantly expand the pool of available educators. Likewise, extending this option to teachers from different schools within a district further enhances the flexibility and resourcefulness of addressing teacher absences. By capitalizing on the flexibility and scalability of virtual teaching, this model offers a practical way to overcome staffing challenges while maintaining high educational standards.
Conclusion
Tackling teacher absenteeism requires a holistic and proactive approach, encompassing a detailed understanding of its causes, a commitment to nurturing a supportive school culture, strategies to protect instructional time, a robust system for substitute teachers, and innovatively leveraging virtual options. By addressing these areas collectively, schools can not only reduce teacher absences but also be better prepared to respond to them when they do occur, for whatever reason. Implementing these strategies paves the way for a resilient, supportive, and high-quality teaching and learning environment, ensuring that every student can succeed in a consistently engaging and productive classroom setting.
Finally, I also want to emphasize that efforts to address teacher absenteeism should not be made in isolation. It is essential to engage a broad spectrum of stakeholders—including teachers, principals, union leaders, students, and parents—in both the data analysis process and the ideation of strategies. Their involvement guarantees a more nuanced understanding of absenteeism and its impact, enriching the analysis with diverse perspectives and fostering a community-driven approach to crafting and implementing solutions. This collective effort is key to creating an educational environment where both teachers and students thrive.
Dr. Ryan Smith, with 20 years of leadership experience in public education, is dedicated to ensuring every student receives an outstanding education and reaches their highest potential. Through his service as Superintendent of the Monrovia Unified School District and in other key leadership roles, his commitment to putting students first has driven success and positive change across various schools districts. Learn more about Dr. Smith at his website, on LinkedIn, or X.