Every day across Kentucky, thousands of students fail to show up for school. Some miss a few days a month. Others are absent for weeks at a time. When the final tallies are made, many will have missed more than 10% of the school year.

This pattern, known as chronic absenteeism, is quietly eroding the futures of our children — and we cannot afford to ignore it.

Across the United States, over 8 million students are chronically absent each year. In districts serving our most vulnerable populations, that number is even higher. And while many still think of absenteeism as a discipline issue or a matter of personal responsibility, I see something else entirely.

As a family court judge, I’ve learned that chronic absenteeism is often the first visible sign that something much deeper is wrong in a child’s life. It may be illness, untreated trauma, housing insecurity or caregiving burdens at home. It may be depression, anxiety or a simple lack of transportation.

These are not just educational challenges — they are public health concerns.

That’s why we need to reframe how we think about absenteeism. When we treat it like a public health crisis — because that’s exactly what it is — we open the door to early intervention, stronger support systems, and meaningful, long-term solutions.

Far too often, students who are chronically absent fall behind academically and never catch up. This disconnect from school can lead to disengagement from peers, lower self-esteem, and in many cases, contact with the juvenile justice system. When children drop out, the consequences extend far beyond the classroom — they echo through our economy, our public safety systems and our communities for generations.

And we must recognize that this crisis is not hitting all children equally. Chronic absenteeism disproportionately affects Black, Latino, Indigenous, low-income and disabled students. These disparities are rooted in inequities in health care access, housing, nutrition and neighborhood safety. If we are serious about addressing absenteeism, we must be equally serious about addressing the systems that allow those inequities to persist.

The good news? We can change this.

School-based health centers, mobile mental health units, trauma-informed classrooms and strong family engagement strategies have all proven effective. Judicial diversion programs that prioritize rehabilitation over punishment can break cycles before they begin.

Community-based partnerships can ensure students are surrounded by the support they need — not just to get to school, but to thrive while they’re there.

But to make real progress, we must stop treating absenteeism as someone else’s problem. It belongs to all of us. Schools alone cannot fix it. A solution will require action by public health officials, judges, educators, faith leaders and families alike.

We must ask different questions. Instead of “Why isn’t this child in school?” we need to ask, “What’s happening in this child’s life that’s keeping them from showing up?” That shift — from blame to understanding — can change everything.

I’ve seen what happens when we wait too long. But I’ve also seen what’s possible when we act early — with compassion, coordination and commitment. Every child deserves a chance to be present, to be supported, and to succeed. Let’s not wait until they’re in my courtroom to figure that out.

This article is republished under a Creative Commons license from Kentucky Lantern, which is part of States Newsroom, a network of news bureaus supported by grants and a coalition of donors as a 501c(3) public charity. Kentucky Lantern maintains editorial independence. Contact Editor Jamie Lucke for questions: info@kentuckylantern.com. Follow Kentucky Lantern on Facebook and Twitter.