Document Type
Doctor of Education Capstone
Original Publication Date
2026
Client
Virginia Department of Education
Location
Richmond, Virginia
Date of Submission
May 2026
Abstract
Chronic absenteeism has emerged as a significant challenge for schools across the United States, particularly following disruptions associated with the COVID-19 global pandemic. This capstone project examined how school leaders in Virginia understood and navigated the relationship between family engagement and chronic absenteeism. Guided by Bronfenbrenner’s ecological systems theory, the study addressed two research questions focused on identifying family engagement practices perceived as effective in improving attendance and examining the barriers schools encountered when engaging families to address chronic absenteeism. Data were collected through nine semistructured interviews with school leaders and observations of two high school attendance team meetings. Using a deductive coding approach aligned with ecological systems theory, the research team analyzed data across system levels. Findings revealed six cross-level themes: attendance as relational practice, systems operating through compliance, accountability without capacity, the importance of organizational design, postCOVID disruptions of attendance norms, and leaders navigating layered tensions across systems. The findings suggest improving attendance requires relational family engagement practices supported by coordinated organizational systems and policy environments that align accountability expectations with school-level capacity.
Rights
© The Authors
Recommended Citation
Conlee, J. H., Fravel, J. W., Hannum, B. M., Hinson, I. K., & Napolitano, E. R. (2026). An ecological systems perspective on chronic absenteeism: The role of family engagement in Virginia secondary education (Doctoral capstone, Virginia Commonwealth University).