By Rob Bisceglie

Every day, students make choices about whether to show up, engage, or ask for help. And at the heart of those choices is a powerful question: Do I feel safe, seen, and supported?

In this series of three articles, I’ve explored how chronic absenteeism reflects more than missed instruction; it reflects the conditions we create for students. Conditions that adults have the power to change.

In Part 1, I highlighted how student health, including nutrition, physical activity, and mental health, affects whether kids are ready and able to learn.

In Part 2, I looked at how exclusionary discipline deepens disconnection and how supportive programs like Second Chance offer a more successful path forward.

For this final article on chronic absence, I’ll address one of the most important, but sometimes overlooked, predictors of a student’s consistent school attendance: their relationship with at least one trusted adult.

Trust Is the Foundation of Whole-Child Well-Being

Trusted relationships aren’t just an outcome of student wellness; they’re what make wellness possible.

Throughout a student’s day – during meals, in the classroom, at recess, in the hallway – adults have opportunities to build trust. These small, consistent moments help kids feel seen and encouraged, especially when they’re struggling.

Through our TrustEd initiative, we train adults to recognize early signs of disconnection and respond with care. When a student is showing signs of anxiety, skipping meals, or withdrawing socially, the right response from a caring adult can shift the trajectory from disengagement to connection.

That’s why we embed relationship-building into all five pillars of our whole-child approach: nutrition, physical activity, mental health, risk behavior prevention, and health education. Because the truth is simple: when students trust the adults around them, they’re more likely to stay engaged, ask for help, and show up—every day.

This focus on connection builds on the CDC’s What Works in Schools, which identifies safe, supportive environments and positive relationships with adults as critical protective factors for student well-being and academic engagement.

Before Absenteeism Appears, Connection Often Matters Most

Chronic absenteeism rarely begins with a single missed day. It often starts with subtle signs—stress, isolation, or uncertainty about belonging—that surface long before attendance declines.

When trusted adults recognize and respond to these early signals, they can turn quiet struggles into opportunities for guidance before students begin to disengage.

Educators see that when students have at least one adult who notices, listens, and consistently shows up, they’re more likely to stay engaged, ask for help, and attend school regularly.

That’s why TrustEd starts with relationships—and why we work alongside districts, educators, and funders to invest in strategies that help adults build real, lasting connections.

Program Strategies for Building and Restoring Connection

Action for Healthy Kids offers a continuum of relationship-centered strategies for schools and districts that align with our integrated program model:

• TrustEd equips schools with staff training and tools that build protective relationships, strengthen student connections, and promote early assistance before challenges escalate.

• Second Chance offers a supportive response when behavior concerns arise, helping kids reflect, learn, and re-engage without being pushed out of the school environment.

These strategies reinforce our systems-level approach to student well-being: adults are equipped to foster connections both proactively and responsively, so students stay engaged at every stage of need.

What Trusted Adults Provide, According to Students

Through TrustEd, we asked young people to describe the adults they trust most. Across focus groups, students repeatedly said trusted adults are those who:

• Notice when something is off, like mood shifts, withdrawal, or missed assignments.
• Listen without judgment and stay present in the conversation.
• Stay dependable, show up, follow through, and model respect.
• Boost autonomy by guiding, not micromanaging.
• Create emotional safety and stability in vulnerable moments.

These qualities appear across roles and settings, underscoring that trust is built through everyday interactions and within school systems.

How Leaders Can Build a Culture of Connection

The question for district leaders and educators is: how do we ensure every student has access to at least one trusted adult? These strategies help embed connection into the fabric of school life:

1. Create structured opportunities for connection. Advisory periods, homeroom models, and daily check-in systems ensure students see consistent, caring adults.
2. Train and support all adults: not just teachers. Trust is often built beyond the classroom. Adults in all roles should be equipped with relational skills.
3. Embed relational practices into schoolwide systems. Connection can’t be left to chance. Relational practices should be intentionally woven into Multi-Tiered Systems of Support (MTSS), wellness frameworks, and daily operations. This ensures that relationship-building is not just encouraged—but expected, resourced, and sustained.
4. Partner with community organizations. Programs like TrustEd equip adults with practical tools to foster understanding, trust, and belonging.
5. Model strong relational practices as leaders. Leaders set the tone. When school and district leaders consistently show up with empathy, accountability, and care, they reinforce a culture of connection across the system. Modeling these behaviors signals that relationships are a priority—not just for students, but for every adult in the building.

Through TrustEd, adults learn to communicate care through listening, boundary-setting, and nonjudgmental guidance. TrustEd helps make care visible—in daily actions, in systems, and in a school’s culture.

Why Relationships Must Come First

If we want students to show up, we have to show up for them first.

Absenteeism doesn’t begin with attendance. It begins when students feel invisible, unsupported, or unsure whether they belong. That’s why connection isn’t just part of the solution—it’s the foundation.

When students have at least one adult who consistently notices, listens, and shows up with care, everything changes. Engagement rises. Help is sought earlier. Challenges are less likely to escalate.

As one student put it, “I show up for the adults who show up for me.”

Schools are required to track attendance and follow compliance protocols—but connection is what makes those efforts more effective and more supportive.

When students have relationships they can count on, showing up gets easier—for them, and for the adults who support them.

At Action for Healthy Kids, we help schools build the systems and skills that keep students connected—whether it’s through proactive programs like TrustEd, or restorative approaches like Second Chance. Together, these strategies create the conditions for students to thrive.

Our goal is simple: Every student should feel safe, seen, and nurtured. Every adult should have the tools to build trust. And every school should be a place where showing up feels worth it.

Closing In on Chronic Absence

As I reflect on this series, one theme stands out: when we build schools around connection, everything else becomes possible. I’m grateful to the many district partners, educators, AFHK colleagues, and students who help us shape this work, and I remain committed to listening, learning, and collaborating with you.

Interested in supporting the work of Action for Healthy Kids? From building trusted relationships to creating healthier school environments, your partnership can help us expand what’s possible for students across the country. Let’s connect.