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Linking School Climate, Cultural Responsiveness, and Exclusionary Discipline to Chronic Absenteeism

March 23, 2017 @ 3:00 pm - 4:00 pm

Chronic absenteeism is an outcome that driven by both individual and contextual factors. That means a student’s decision to skip school is the end result of multiple interconnected experiences and decisions, some of which can be traced to the student and her/his/their family, and some of which can be linked to environmental features like neighborhoods, peer groups, and circumstances in school. This presentation focuses primarily on the latter, i.e., those experiences in school that research has shown can promote or diminish chronic absenteeism. In particular, this webinar will explore factors associated with the climate in which learning activities are undertaken in classrooms, the extent to which educators demonstrate cultural responsiveness, and the prevalence of certain forms of exclusionary discipline. The webinar is appropriate for secondary classroom educators, school administrators and counselors, school psychologists and social workers, and systems-level leaders who want to know more about how to understand and prevent chronic absenteeism in the populations they serve.

Speaker: Dr. Eric Toshalis, Research Director, Student-Centered Learning Research Collaborative, Jobs for the Future, author of “Make Me! Understanding and Engaging Student Resistance in School”, Harvard Education Press, 2015


March 23, 2017
3:00 pm - 4:00 pm
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