In a dramatic response to a growing attendance crisis, Ontario has introduced legislation designed to link high school grades to student attendance. However, for many students grappling with mental health issues, disabilities, and other challenges, this measure may fall short of providing the necessary support. As families and educators voice their concerns, the province faces mounting pressure to rethink its approach to chronic absenteeism.
A Daily Struggle for Students
Scott Montgomery’s daughter, Renee, is a Grade 9 student in Toronto who faces daily battles with an anxiety disorder diagnosed a year ago. Some mornings, she manages to don her school uniform and reach the front door, only to find herself unable to take that final step. On other days, she makes it halfway to school before anxiety overwhelms her, forcing her to retreat home. Despite her struggles, when she does attend, Renee excels academically and is well-liked by her teachers.
Montgomery’s frustrations were echoed last week when Ontario’s new attendance policy was announced. While the government aims to make attendance a key component of final grades, Montgomery believes this solution ignores the complex realities some students face. “To an outsider, and the new legislation, she would appear to be a slacker and a truant,” he remarked. “They’ve identified a problem, but their solution doesn’t address it.”
Declining Attendance Rates
The introduction of this policy comes amid alarming statistics. Since the pandemic’s onset, attendance rates in Ontario have plummeted, with only 40 per cent of high school students now meeting the provincial standard of 90 per cent attendance. This marks a significant decline of 20 percentage points from pre-pandemic levels. Among Grade 9 students, only 45 per cent met the attendance standard in the 2024-2025 academic year, down from nearly 70 per cent prior to the health crisis. Grade 12 students are struggling the most, with just 33.3 per cent attending regularly, compared to 48.7 per cent in the 2017-2018 school year.
The correlation between attendance and academic performance is well-documented. Research indicates that chronically absent students tend to achieve lower grades, struggle with core subjects, and face increased dropout rates. The message is clear: showing up matters.
The Cultural Shift in Education
Some parents, like Stephanie McCaig from Toronto, believe that the pandemic has fostered a cultural shift where regular attendance is viewed as optional. “The mandatory nature of school seems to have faded,” she observed, noting that her high school children often feel justified in skipping classes for reasons such as the presence of a substitute teacher or a review day.
This change in mindset is exacerbated by the extensive shift to online learning during the pandemic, leaving students questioning the urgency of being physically present in the classroom. “Learning materials are often readily available online, which blurs the line of necessity for attendance,” McCaig explained. While she understands the need for students to adapt, she worries that this trend undermines their future preparedness. “You can’t just skip work without consequences,” she added.
Addressing the Root Causes
The new legislation aims to correct attendance issues, yet experts warn that punitive measures alone will not suffice for students who face more complex barriers. Dr. David Smith, a professor of counselling psychology at the University of Ottawa and co-founder of the Canadian School Attendance Partnership, stated, “For many students struggling with attendance, motivation is not the issue.” He acknowledges that while incentivising attendance could help, it must be coupled with comprehensive support addressing the underlying challenges students face, such as mental health services, bullying, and issues stemming from family responsibilities.
Tammy Peplinski, an attendance counsellor in Renfrew County, shared her experiences working with chronically absent students. With caseloads often exceeding 150 students, the threshold for intervention has risen from 10 per cent absence to as much as 30 per cent. “We’re having to triage cases,” she said, illustrating the breadth of the problem. On one side, some families take extended holidays during exam periods, while others face financial hardships that prevent their children from attending school.
Peplinski believes that the new attendance policy will be ineffective for students who genuinely struggle to engage with the school environment. “For many of those students, this will be just another hurdle,” she remarked, emphasising the need for a more supportive approach that prioritises early intervention and learning support.
Why it Matters
As Ontario grapples with a concerning rise in absenteeism, the recent legislation serves as a reminder that simply linking attendance to grades will not resolve the underlying issues many students face. Addressing chronic absenteeism requires a multifaceted strategy that acknowledges mental health needs, provides necessary resources, and fosters a supportive learning environment. Without this comprehensive approach, the current policy risks further alienating those who need help the most, leaving them at a disadvantage in their educational journeys. The conversation around attendance must evolve, focusing not just on metrics, but on the holistic well-being of students.
