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-Editorial
A recent study reveals that more than half of Californians support fining parents for their children’s school absences, with an average suggested fine of $22 per day. The survey, conducted by Test Prep Insight, included 3,000 parents and highlighted significant opinions on the issue of student absenteeism and mental health days.
Over the past few years, the U.S. education system has faced substantial disruptions, resulting in learning deficits, declining enrollment, and behavioral issues among students. A notable challenge has been the surge in student absenteeism, affecting students across all demographics and persisting beyond the reopening of schools.
According to recent findings from the American Enterprise Institute, 26% of public school students were marked as chronically absent in the last school year, a significant increase from the pre-pandemic rate of 15%. Chronic absenteeism is defined as missing at least 10% of the school year, or roughly 18 days.
Experts in education stress that student absenteeism is a critical obstacle. Students who frequently miss school fall behind academically, and their absences negatively impact their peers’ learning experiences as teachers must continually adapt their instruction to an inconsistent class roster.
The survey revealed that 46% of Californians support fining parents of chronically absent children to deter absenteeism. However, 44% opposed fines, citing potential unfairness to poorer families. Among those opposed, 70% believe additional support should be provided to struggling students, 20% advocate for financial incentives for good attendance, and 10% suggest increased communication with parents.
Additionally, 85% of respondents agree that parents of truant children should attend workshops or counseling sessions if their child is chronically absent.
One major factor contributing to chronic absenteeism is the rise in mental health struggles among students. To explore this issue, the survey also examined California parents’ views on mental health-related absences. An overwhelming 73% believe children should be allowed to take mental health days.
Barriers to mental health days include unsupportive school policies (47%) and social stigma (27%), while 26% of parents worry about their children falling behind academically. When asked what justifies a mental health day, 52% cited symptoms of a mental health disorder, 24% mentioned family issues, 15% pointed to grieving a loss, and 8% noted feeling overwhelmed by schoolwork.
Regarding decision-making, 66% of parents believe they should have the final say on mental health days, 17% think it should be the child’s physician or therapist, and 3% believe the school should decide.
Parents also shared how they think schools should support students taking mental health days: 33% suggested catch-up sessions, 30% recommended regular check-ins from counselors, 25% advocated for flexible deadlines, and 12% wanted assignments provided in advance.
When asked about changes they would like to see in handling mental health issues, 39% called for better teacher training on mental health awareness, 23% wanted mental health education in the curriculum, 21% sought improved communication between schools and parents, and 17% desired more on-site mental health professionals.
A significant 73% of parents support allowing children to take mental health days off from school, indicating strong parental backing for this initiative. However, several barriers to mental health days were identified, with unsupportive school policies cited by 47% of parents, social stigma by 27%, and concerns about falling behind academically by 26%.
When considering what justifies a mental health day, 52% of parents mentioned symptoms of mental health disorders, 24% cited family issues, 15% pointed to grieving a loss, and 8% noted feeling overwhelmed by schoolwork. This demonstrates the variety of circumstances under which parents believe mental health days are necessary.
Regarding decision-making authority, 66% of parents believe they should have the final say on whether their child can take a mental health day. A smaller portion, 17%, think it should be up to the child’s physician or therapist, while only 3% believe the school should decide.
Parents also expressed views on how schools should support students taking mental health days. Suggestions included catch-up sessions (33%), regular check-ins from counselors (30%), flexible deadlines (25%), and assignments provided in advance (12%). This highlights the need for schools to implement supportive measures to help students manage their mental health without falling behind academically.
Desired changes in school policies were also identified. Parents want better training for teachers on mental health awareness (39%), integration of mental health education into the curriculum (23%), improved communication between schools and parents (21%), and more on-site mental health professionals (17%). These suggestions point to a comprehensive approach to improving mental health support in schools.
The strong parental support for mental health days reflects a broader societal shift towards recognizing the importance of mental health, challenging traditional school policies that prioritize attendance over mental well-being. With nearly half of the parents identifying unsupportive school policies as a barrier, there is a clear need for educational institutions to reform their attendance policies to accommodate mental health needs.
The survey underscores the ongoing stigma around mental health, with 27% of parents citing it as a barrier. Efforts to normalize mental health issues through education and policy changes are crucial. Additionally, the fear of falling behind academically, noted by 26% of parents, underscores the need for schools to provide robust academic support systems for students who take mental health days.
