Michigan’s School-Based Support Program Shows Promising Results in Reducing Chronic Absenteeism
Chronic absenteeism has become one of the most persistent challenges facing schools across the United States, and Michigan has been especially affected. With absentee rates climbing in the years following the COVID-19 pandemic, educators and policymakers have been searching for strategies that address the deeper reasons students miss school. A recent study offers encouraging evidence that one approach—embedding caseworkers directly into schools—may be making a measurable difference.
A new analysis from the University of Michigan examined the state’s Pathways to Potential (P2P) program, a school-based initiative created to reduce absenteeism by helping students and families overcome everyday and structural barriers. According to the research, schools participating in P2P saw their chronic absenteeism rates drop by nearly 8%, a notable improvement in a state where almost 28% of K–12 students were chronically absent in the 2024–2025 school year. Nationally, chronic absenteeism currently hovers around 30%, making these findings especially significant.
The concept behind P2P is straightforward: when students miss school frequently, the reasons often go beyond academics. Many families face challenges—financial, logistical, or social—that make consistent attendance difficult. Recognizing this, the Michigan Department of Health and Human Services launched P2P in 2012 with the goal of placing trained caseworkers, known as success coaches, inside public schools. Their job is to identify obstacles early, provide practical support, and connect families with essential resources.
The University of Michigan research team analyzed data from 160 public schools that implemented P2P between 2012 and 2016. To ensure reliable conclusions, the researchers reviewed attendance records dating back to the 2008–2009 school year and extending through 2018–2019. They used a staggered interrupted time series model to compare attendance trends before and after program implementation in each school. Then, by applying random-effects meta-analysis, they combined individual school results to create a comprehensive measure of the program’s impact.
The data shows that the program’s hands-on, needs-focused approach leads to visible improvement. Addressing basic needs—something as simple as providing an alarm clock, winter clothing, or reliable transportation—can remove barriers that prevent students from getting to school. More complex challenges also play a role, such as housing instability, food insecurity, or parents facing low wages or unemployment. By working closely with families and school staff, success coaches help identify these issues early and guide families toward solutions, including enrollment in MDHHS services.
One key takeaway from the study is that P2P’s impact varied based on school characteristics. Schools that received a higher “dose” of support, meaning more direct involvement or more time with success coaches, tended to see greater improvements in attendance. Additionally, schools located in eastern Michigan, those serving higher-income student populations, and those with lower racial diversity also appeared to experience stronger effects. While this variation is not unexpected—community needs and resources differ widely across regions—it highlights the importance of tailoring support strategies to each school’s context.
Even with varied outcomes, the overall conclusion is clear: helping families meet material needs is a powerful tool for reducing absenteeism. Many educators and researchers emphasize that absenteeism does not stem from a single cause. It’s often the result of intertwined social, economic, and logistical factors. Therefore, approaches like P2P that address multiple layers of need simultaneously may be more effective than solutions focused solely on academic engagement or communication strategies.
Chronic absenteeism carries serious long-term consequences. Students who miss 10% or more of school days—roughly 18 days in a typical school year—are at higher risk for lower academic performance, behavioral challenges, and diminished future job prospects. Studies have also shown links between chronic absenteeism and long-term health disparities. Given these stakes, the positive results from P2P offer a promising direction for states grappling with similar attendance crises.
Michigan’s absenteeism problem intensified after the pandemic, but the issue was already growing beforehand. Research on Michigan’s attendance policies shows that many school districts relied heavily on parent communication, attendance alerts, and incentive programs, but these measures often overlook the structural barriers that disproportionately affect underserved communities. The new study reinforces what many experts have argued: meaningful attendance improvement requires support systems that look beyond the classroom.
One useful aspect of P2P is that it integrates social services with school operations. Instead of expecting families to seek help independently—often a difficult process—P2P brings resources directly into the school environment. This bridges gaps between public health, social work, and education systems, creating a more coordinated network of support. For students, this means they are more likely to receive assistance before challenges escalate into long-term absenteeism.
Another important point from the research is sustainability. Because P2P relies on existing state resources and trained staff rather than temporary grants or experimental programs, it may serve as a model that other states could replicate. The structure of embedding caseworkers within schools aligns with community-driven approaches that emphasize relationship building and consistent support.
To better understand why programs like P2P work, it helps to look more closely at factors driving chronic absenteeism nationwide. Many families face transportation barriers, especially in rural or low-income areas where school buses may not cover every neighborhood efficiently. Health issues, both physical and mental, also play a critical role, especially for students with limited access to healthcare. For older students, responsibilities such as caring for siblings or working to support their families can interfere with school attendance. Housing instability disrupts routines and often forces families to change schools frequently. These interconnected issues suggest that absenteeism is as much a social and economic challenge as it is an educational one.
Community-based interventions like P2P demonstrate that attendance initiatives must go beyond policy enforcement and adopt a whole-family, whole-community perspective. Programs that reduce barriers not only help students attend school more regularly, but also contribute to a stronger foundation for long-term academic and emotional stability.
As the researchers noted, improving attendance is essential for reducing educational disparities. Students from socioeconomically disadvantaged backgrounds face higher risks of chronic absenteeism, and without targeted support, gaps in achievement and health outcomes widen. Addressing material needs directly is one of the most effective ways to create environments where children can succeed.
The study’s findings send a clear message to schools and policymakers: tackling absenteeism requires layered solutions that focus on practicality, accessibility, and compassion. It’s not enough to tell students that attendance matters—schools must help make attending possible, especially for those facing the steepest challenges.
For states and districts searching for effective strategies, Michigan’s Pathways to Potential program offers valuable insight. Even modest, practical support can open the door to consistent attendance, better learning outcomes, and healthier long-term trajectories for students. As absenteeism continues to be a nationwide concern, programs grounded in meeting real-world needs may hold the key to reversing current trends.
Research Paper:
https://jech.bmj.com/content/early/2025/11/19/jech-2025-224567
