By: Shelneka A. Marsalone September 2, 2026 There is a phrase commonly used in faith communities: church hurt. Church hurt describes something many people understand all too well. The building didn't hurt you. The pews didn't hurt you. The sanctuary didn't hurt you. The people you encountered within that space did. And sometimes, after enough hurt, walking back through those doors becomes difficult. I believe there is such a thing as school hurt, too. The school building may

By: Shelneka A. Marsalone August 24, 2026 A child arrives at school at 9:30 a.m. The child is late. The school day has already begun. Instruction has been missed. There should be a response. But imagine the response is this: You are too late! You cannot attend school today. In some communities, families report being told that if their child is not at school by a designated morning cutoff, 9:30 a.m. in some cases, 10:30 a.m. in others, the child will not be allowed to check in

By: Shelneka A. Marsalone August 7, 2026 “Let teachers teach.” It is a compelling message. Teachers deserve classrooms where they can teach. Students deserve classrooms where they can learn. And educators should not be expected to tolerate violence, persistent disruption, or behavior that makes meaningful instruction impossible. But I become concerned when “let teachers teach” begins to sound like shorthand for something else: Put the bad student out so everybody else can lea

By: Shelneka A. Marsalone July 27, 2026 Schools across the country are working diligently to reduce chronic absenteeism. They are forming attendance teams, analyzing data, monitoring trends, and developing intervention plans. These efforts are essential, but many schools may be overlooking one of their greatest assets. If attendance is influenced by the conditions surrounding students and families, then attendance teams should include the professionals who understand those c

By: Toriyn James, Jaliscia Robinson & Shelneka Marsalone July 18, 2026 Students as Attendance Team Members Attendance is often discussed through data, policies, and interventions, but one perspective is often missing from the conversation: students. Educators, administrators, and families play crucial roles in addressing absenteeism, but students are the ones experiencing the challenges that affect attendance every day. If schools want to improve attendance, they must involv

By: Shelneka Marsalone May 6, 2026 School Nurses as Attendance Team Members Chronic absenteeism can pose challenges for student success and outcomes and is often influenced by health-related issues. Students dealing with chronic conditions like asthma, diabetes, and dental issues may find it harder to attend regularly. Mental health needs or experiences of trauma can also affect attendance. These challenges tend to be more common among students from low-income backgrounds, w

By: Shelneka A. Marsalone December 13, 2025 Including a special education teacher or paraprofessional on the school’s attendance team is vital for providing equitable, inclusive, and effective support to ALL students. Students with disabilities are at increased risk of chronic absenteeism, often due to medical needs, transportation issues, social-emotional challenges, or inadequate accommodations. According to the U.S. Department of Education, students with disabilities expe

By: Shelneka Adams-Marsalone July 2, 2025 When advocates for school attendance promote less punitive approaches and reforms to...

By: Shelneka Adams-Marsalone May 29, 2025 As we continue to seek strategies for reducing chronic absenteeism across the United States,...