Virtual Learning's Negative Impact on School Attendance, Especially in High Poverty Districts

A recent study from the University of Notre Dame has linked the increased use of virtual learning during the COVID-19 pandemic to a significant rise in chronic absenteeism among K-12 students. Chronic absenteeism rates have nearly doubled from 16% in the 2018-19 school year to around 30% in 2021-22, especially impacting schools that primarily relied on virtual instruction during the 2020-21 academic year.

The research, co-authored by Notre Dame's William Evans, undergraduate student Kathryn Muchnick, and 2024 graduate Olivia Rosenlund, suggests that the shift to virtual learning had particularly detrimental effects in school districts with high poverty levels. Students in these districts experienced a higher increase in chronic absenteeism compared to those in districts that continued with in-person learning. Chronic absenteeism, defined as missing over 10% of school days, leads to detrimental outcomes such as lower test scores, reduced social interactions, lower graduation rates, and increased substance use.

The study highlights that students in virtual learning environments had absenteeism rates nearly 7 percentage points higher than their peers in in-person settings. The adverse effects were even more pronounced in impoverished districts, where absenteeism rates soared by more than 10 percentage points among students in fully remote instruction compared to those in classroom settings.

Multiple factors contributed to the rise in school absences. Lower-income households struggled with reliable internet access and adequate technology, creating a less effective virtual learning environment. Additionally, post-COVID-19 symptoms, increased teacher absences, challenges in finding substitute teachers, and rising mental health issues further reduced student attendance. The pandemic also saw a shift in parents' willingness to allow their children to miss school for various reasons.

As the pandemic wanes, the debate about the ongoing role of virtual instruction in K-12 education continues. While some see it as an integral part of future schooling, especially for situations like snow days, researchers stress the importance of balancing virtual and in-person learning to avoid further negative impacts on student education. They recommend that educators and policymakers carefully consider these findings to develop equitable online learning practices, particularly in at-risk communities.

"It’s crucial to understand the lasting effects of virtual learning," said Evans. "We need a more holistic approach when it comes to educational policies during pandemics to ensure all students have fair opportunities to succeed."

Rosenlund added, "Students are still grappling with the negative effects of online learning. We must ponder its implications more thoughtfully in the future." This shared sentiment underscores the need for a balanced integration of virtual learning that supports student success without compromising their educational experience.

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