Study Reveals the Limits of Relationship-Based Attendance Interventions

Pierre-Floyd, K. (2026). The impact of check-in/check-out mentoring on reducing chronic absenteeism among middle school students [Doctoral dissertation, Wilmington University]. ProQuest Dissertations & Theses Global. https://www.proquest.com/docview/32674761

Introduction

Chronic absenteeism—defined as missing 10% or more of school days—continues to plague K–12 schools, with post-pandemic rates accelerating the crisis. In Delaware, 23% of students were chronically absent in 2022–2023. Against this background, Pierre-Floyd (2026) examined whether a structured, relationship-based Check-In/Check-Out (CICO) mentoring intervention within a Multi-Tiered System of Supports (MTSS) Tier II framework could reduce absenteeism among eighth-grade students at an urban Delaware school. The CICO system entails daily check-ins with an adult mentor to review expectations, monitor progress, and to provide positive reinforcement for attendance and other positive behaviors.

Methods

Using improvement science and iterative Plan–Do–Study–Act (PDSA) cycles, the researcher implemented a daily CICO mentoring program with two eighth-grade students previously identified as chronically absent. The school counselor served as mentor, conducting daily morning check-ins and afternoon check-outs focused on attendance goals, academic progress, and social-emotional well-being. Sessions were documented using a purpose-built CICO Daily Mentor Check-In Form. Attendance was verified through the Infinite Campus student information system and compared against prior-year baseline data. Academic outcomes—ELA grades, math grades, and i-Ready diagnostic scores—served as secondary measures.

Results

Relationship quality alone cannot overcome systemic barriers to attendance. Student 1’s attendance improved from 83.73% to 87.9%, and ELA and math grades rose meaningfully. Student 2’s attendance declined sharply, from 89.76% to 70.7%, despite high session engagement. Across 78 recorded sessions, student engagement averaged 4.92 out of 5, and 92% of sessions saw students arrive in a positive state. Yet attendance outcomes diverged dramatically. Academic results were equally inconsistent—Student 2 showed strong i-Ready math growth (464 to 568) while grades fell.

Discussion

The author illustrates that CICO can strengthen relational capacity but cannot independently neutralize external barriers such as transportation, family instability, and suspension. Implementation fidelity suffered from scheduling conflicts, reducing afternoon check-outs significantly. The researcher argues that Tier II interventions must be layered with Tier III family-centered supports for chronically absent students.

Implications for Mentoring Programs

These findings translate directly for practitioners designing mentoring interventions. First, protected scheduling time is non-negotiable—even a well-designed program erodes when mentors face competing responsibilities. Second, programs should avoid treating mentoring as a stand-alone solution; pairing CICO with wraparound services addresses the socioeconomic and family variables that relationship-building cannot reach alone. Third, backup mentors should be designated to preserve continuity when primary mentors are unavailable, safeguarding the relational consistency that makes CICO effective. Finally, accurate, real-time attendance data systems are imperative to ensure interventions are reliable.

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