Schools in Ohio, like those across the nation, are grappling with reducing chronic absenteeism, which surged during the pandemic. However, Ohio might have an advantage due to a 2018 state law that promotes a constructive approach to discipline. Six years ago, the Ohio Legislature enacted House Bill 318, also called the Supporting Alternatives for Fair Education Act. This law offers a comprehensive strategy for discipline, setting standards for school safety officers and restricting suspensions for young children. It encourages districts to adopt “positive behavior interventions and supports,” which focus on preventing problems instead of punishing them, rewarding positive behavior, and offering additional help to students in need.
Basic interventions might include teachers staying close to students to keep them focused or praising well-behaved students. Some students might require more intense support such as counseling and family outreach. Research indicates that implementing these positive interventions schoolwide can enhance children’s attention, improve achievement, and boost student involvement. According to the 2018 law, the Ohio Board of Education is tasked with creating standards for applying this positive discipline approach, which must be part of K-5 teacher training. The law also provides training for educators on this approach as part of their professional development.
Schools using this positive method can gain additional points on their state report card. An unpublished study by Miami University researchers found that focusing on positive discipline led to a decrease in chronic absenteeism—defined as missing 10% or more of school days—for schools using this approach compared to those that did not. This difference translates to thousands of students statewide. Persistent absences can lower both academic performance and graduation rates. As a researcher on positive behavior interventions and co-leader of the Miami University research team, our findings highlighted that policy changes along with practical guidance for implementing the program can yield better student outcomes.
Our study, funded by a School Climate Transformation Grant from the U.S. Department of Education, aimed to assess if the positive approach lessened chronic absenteeism, one of the eight areas targeted for improvement by the state. We analyzed the grant’s impact from 2018 to 2023, using data from training sessions and Ohio’s Education Management Information System. For three out of the four academic years, Ohio schools practicing positive discipline experienced lower absentee rates than those that did not, except in the 2021-22 academic year.
Data from 2022-23 showed schools with positive discipline had a chronic absenteeism rate of 27.93%, compared to 33.33% in schools without it. While a 5.38% difference may seem minor, it represents thousands of children, affecting Ohio communities significantly. Chronic absenteeism was an issue in Ohio’s K-12 students even before the pandemic. Online learning and disruptions exacerbated this, with absenteeism rising from 16.67% in schools with positive discipline in 2018-19 to 27.93% in 2022-23—a 68% increase.
In schools without the approach, absenteeism rose from 19.52% to 33.33%, a 71% rise. From 2021-22 to the next school year, Ohio’s chronic absenteeism rate saw a slight statewide decrease to 26.8%, but it remains a serious concern. Recognizing this, Ohio’s Department of Education intensified efforts to combat absenteeism with the Chronic Absenteeism Improvement Indicator in 2022-23, comparing district rates against improvement targets as part of a new star rating system. Ohio’s SAFE Act and a positive behavior management approach are initial steps toward enhancing learning environments and student engagement.