Tiwana Robinson’s grandchildren are reluctant to attend school.
“They’re being bullied in school, picked on,” she described during a recent afternoon while waiting for her pre-kindergartener at PS 36 in West Harlem.
In the 2022-23 academic year, over 60% of students at the school were chronically absent, placing it as the third-highest in absenteeism within District Five.
Robinson’s sixth grader studies at a nearby middle school, highlighting her concern about the larger issue at hand.
“It’s not simply that they’re absent because we’re keeping them home. They don’t want to go to school,” she added, expressing her intention to switch to homeschooling after this academic year finishes.

The new school year in District 5 provides a fresh opportunity to address a persistent issue.
According to data from the Department of Education, this district had the highest percentage of chronically absent elementary school students throughout the city during the 2022-23 school year.
More than half of the elementary school students in District 5 were considered chronically absent, meaning they missed at least 10% of the school year, equating to around 18 days.
Research indicates that chronic absenteeism can adversely impact future educational attainment, economic prospects, and overall health.
Prior to the pandemic, the district already led Manhattan in elementary school absenteeism, but the situation has deteriorated further since then.
The upcoming data for 2023-24 is expected to be released later this fall.

In addition, absenteeism has increased nationwide, as noted by recent findings from the American Enterprise Institute.
Chronic absenteeism in elementary school is detrimental, according to Michael A. Gottfried, a researcher focused on this topic at the University of Pennsylvania.
“I think about it as a trajectory and a pipeline.
If we don’t get kids on the right foot to begin with, it’s going to be impossible later on,” he elaborated.
Factors contributing to elementary absenteeism include illnesses due to developing immune systems and insufficient safe transportation.
Gottfried highlighted that absenteeism often initiates in kindergarten, particularly impacting families with working parents.
“That’s partly why I think there’s been such a disruption since COVID,” he noted, explaining how children returning to school after long breaks may not have developed effective habits.

Sarah Part, a senior policy analyst at Advocates for Children of New York, specifically addresses the challenges faced by students with disabilities, those living in homeless shelters, or whose primary language isn’t English, all groups that are more susceptible to higher rates of absenteeism.
Her organization advocates for personalized support for high-risk students.
“Parents will see their children struggling, and no one is listening or offering assistance,” she emphasized.
Alexandra Espaillat, a parent at Public School 36, expressed her frustrations with school officials after her child’s Individualized Education Program (IEP) was not renewed.
“Sometimes they would take weeks and still don’t answer,” she remarked, criticizing the lack of adequate communication with parents.
Espaillat continues to await updates regarding whether her child will receive dedicated support from a paraeducator this year and is consulting an educational attorney for guidance.

Citywide, the chronic absentee rate for students with disabilities stood at 34% in 2022-23, while in District 5, that rate skyrocketed to 55%.
This district recorded the highest absenteeism rates for disabled students in grades 2, 3, and 4, while District 4 had the highest rates in other elementary grades.
Complaints from parents regarding special education services increased significantly even before the pandemic hit.
“They say, ‘There are parents here that don’t ask; they simply bring their kids to school and don’t inquire,’” Espaillat recounted.
“When they meet a parent that is proactive about their child’s needs, they seem annoyed.”
Part emphasized the urgency of implementing comprehensive solutions, referencing a successful program in Rhode Island.
“I haven’t seen anything of similar scale in New York that truly tackles this problem,” she noted.
Gottfried suggested straightforward strategies such as providing safe transportation, integrating disabled students with their peers, and long-term solutions like diversifying the teaching staff.

District 5 school administrators did not respond to requests for commentary on this issue.
Flavia Puello-Perdomo, chief of schools for community supports and wellness, mentioned that New York City public schools are combating absenteeism by offering counseling, health services, and access to basic necessities like food, clothing, and hygiene supplies.
The Department of Education has launched the “Every Student, Every Day” initiative and conducts weekly meetings to assess absenteeism data and its underlying causes.
“We will continue to support schools in examining the root causes of absences,” Puello-Perdomo commented via email.
Additionally, she mentioned that the city employs various tools to track attendance, assisted by a specialized Attendance, Research, and Innovation team, with “attendance teachers” visiting homes of chronically absent students.

“Early education is vital for later educational success and overall life outcomes,” Gottfried emphasized.
“If we fail to equip students for success early on, we are jeopardizing their futures.”