Principal Agency in Addressing Chronic Absenteeism in Rural Appalachian Elementary Schools

Chronic absenteeism undermines educational equity and school effectiveness in rural Appalachian schools where leaders’ role is critical in addressing attendance challenges. Guided by ecological systems theory, this qualitative study examined how principals in five rural Virginia Title I elementary schools exerted agency with respect to chronic absenteeism. Interviews revealed four themes: familial determinants, incentive-based systems, data-driven monitoring, and community engagement. Findings suggest that attendance leadership relies on trauma-informed, relationship-centered practices; real-time data use; and cross-sector collaboration. The study advances educational leadership by identifying competencies for attendance leadership and implications for leadership preparation in ecological analysis, family engagement, and community partnerships.