As someone who’s been deeply involved in the fight to reduce chronic absenteeism in the Clark County School District (CCSD) in Nevada, I’m pleased to share how our whole-community approach is bringing students back to the classroom and improving school culture. Chronic absenteeism has plagued schools across the nation, so this challenge isn’t unique to our district—which serves a diverse and growing student population in Las Vegas and its surrounding communities—but we are using some unique tools to address it. As a result we’re seeing a shift: our district has reduced chronic absenteeism by an estimated 9% in just one academic year.
So, how did we do it? It wasn’t just one initiative or a stroke of Las Vegas luck. We’ve taken a comprehensive approach, deploying tools, strategies and support across every corner of our district. And, our partnership with Harmony Academy at National University (which takes a holistic, Whole Human approach in its own K-12 work and higher education system) has been a game-changer for us. Here’s a closer look at what we’re doing together:
Building Belonging in the Classroom
The first piece of the puzzle is the Harmony Curriculum. It recognizes that for students to succeed academically and thrive, they need to be able to focus in the classroom, and feel safe and able to risk raising their hands. It isn’t just about teaching math and reading or improving test scores; it’s about building foundational life and durable skills. This means helping kids feel like they belong in the classroom and the school community. Research shows that when students feel connected to their peers and teachers, they’re more likely to show up, and that’s exactly what we’re seeking.
Harmony Curriculum focuses on building relationships and creating a supportive environment. It’s not just a “nice-to-have”—it’s fundamental to improving attendance and academic success.
Empowering Our Teachers
We knew that to make a lasting impact, we had to invest in the professional growth of our staff. We decided to offer free opportunities for our teachers and school leaders to earn CUs through the Harmony Educator Certificate and Leader Certificate, equipping them with tools needed to build positive relationships with their students and among the faculty—and to create an environment where every child feels valued.
And the response has been incredible! To date, more than 1,500 teachers and leaders have enrolled in these programs, eager to learn how to better engage with their students. In fact, over 1,000 of our educators signed up for training within 48 hours of the program launch. The enthusiasm from our educators has been so rewarding.
As the esteemed K-12 education expert Dr Douglas Fisher says: “Belonging can’t be left to chance. Educators and school leaders must be intentional about how we help students feel connected to their teachers and their peers. That’s how we get them to show up.”
Engaging Families
We also recognize that what happens at home has a great impact on whether and how students walk through the classroom doors. Engaging families has been a huge part of our strategy. We have 12 family engagement centers throughout the district that provide everything from early childhood classes to English language courses for parents. We started to include the Harmony Academy approach to critical life and learning skills. These centers offer Harmony at Home resources, which help parents connect with their children and reinforce the social and emotional learning happening at school.
The feedback from families has been overwhelmingly positive. Parents and caregivers leave these centers with new skills, confidence, and a deeper connection to their child’s education. They tell us it’s like being part of a larger community family and they feel more connected to their students’ schooling.
The Results Speak for Themselves
Reducing absenteeism by 9% in just one year is no small feat, and we couldn’t have done it without taking a whole-community approach.
Dr. Fisher, co-authored a white paper with Dr. Mark D. Milliron and Dr. Nick Yoder—both of National University—called “Fostering Harmony and Belonging as a Solution to Chronic Absenteeism.” The paper lays out seven solutions to improve chronic absenteeism—which resonate deeply with me based on what we’ve experienced in CCSD.
And we’re not done yet. Our next steps include continuing to grow these programs, refining our strategies, and staying focused on what matters most: ensuring that every student has the opportunity to succeed, both in and out of the classroom.
As we move forward, I’m excited to see how our efforts will continue to make a difference in the lives of our students and their families. Chronic absenteeism isn’t a problem we can solve overnight, but with the right tools, partnerships, and a commitment to the whole child and whole family, we’re inspired and motivated to see that real progress is possible.