The Hidden Costs of Learning Loss: How Teacher Absenteeism Deepens Educational Decline and Drains School Systems

Executive Summary

Since the COVID-19 pandemic, the conversation about learning loss has dominated education. But beneath this challenge lies a quieter crisis: rising teacher absenteeism. When educators are frequently absent, lessons are interrupted, students fall behind, and schools struggle to keep things running smoothly.

This paper explains the connection between student learning loss and teacher absenteeism, showing how these issues affect school budgets, HR departments, and daily operations. Finally, it shares ideas for how schools can improve both student learning and teacher attendance.

Introduction

Most conversations about learning loss focus on students, such as lower reading and math scores. But another important part of learning is having teachers who are present and consistent.

When teachers are absent, it affects more than lesson plans. Students lose learning time, staff members feel more stressed, and schools must spend extra money and time finding substitutes. Even one missed day can cause problems when schools already don’t have enough substitute teachers available.

This paper looks at how teacher absences add to student learning loss, how they create stress for school systems, and what schools can do to improve the situation.

The Dual Challenge: Student and Teacher Absenteeism

Student absenteeism has long lead to lower achievement. Missing more than 10 % of the school year—or around 18 days—can lead to academic regression, social isolation, and even increased dropout risk. According to 2024 data from the American Enterprise Institute, national chronic absenteeism remains above pre-pandemic levels, affecting nearly one in four students.

At the same time, teachers are also missing more days than before. Post-pandemic data from Brookings Institution show teacher absence rates have risen significantly across nearly all states. Some of this is due to health-related factors, but burnout, mental health strain, and administrative overload also play major roles.

When both groups—students and teachers—experience high absence rates, schools face compounding losses. A student who is already behind will naturally fall further back if their teacher is also absent. This creates a feedback loop: disengaged students make teaching more difficult, which increases teacher burnout, leading to further absences.

How Teacher Absences Exacerbate Learning Loss

The connection between teacher absence and student learning outcomes is direct and well-documented. Even short absences can slow down instruction and weaken the consistency of learning.

When a substitute teacher takes over, even temporarily, the continuity of classroom relationships and instructional rhythm can falter. Substitutes, no matter how skilled, often lack classroom context, such as student needs, classroom norms, and prior progress. This can cause a mismatch in expectations, leading to slower pacing and inconsistent feedback.

A recent ERIC study found that teacher absences correlated most with decline in subjects such as math and reading, which require a buildup of material over time. Eventually, this disruption compounds; students lose cumulative knowledge and confidence.

Moreover, frequent teacher absences lessen student engagement. Classroom relationships can be foundational to a student’s success. When students see a revolving door of substitutes, they perceive instability, which can fuel their own absenteeism. In this way, the two crises reinforce each other, continuing a cycle of learning loss.

Finally, this issue disproportionately affects high-need schools. Districts with greater poverty levels often experience higher teacher absenteeism. This is often due to workload intensity and limited supports. Consequently, the schools with the greatest student learning challenges face the greatest instability, increasing learning gaps across the education system.

The Operational and Financial Toll on Schools

Every layer of school operations is strained when teachers are absent. HR departments, administrators, and finance teams must all respond to the cascading effects.

Human Resources and Staffing Pressures
When teachers call out, HR teams must confirm absences, find coverage, and manage leave policies. These administrative tasks consume valuable time and pull HR personnel from recruitment and professional development planning. Complicating matters, the substitute pool has thinned nationwide. Districts are increasingly reliant on last-minute hires or internal coverage, forcing other teachers to give up planning periods to supervise classes.

Overtime and Financial Impact
Coverage costs mount quickly. When staff are asked to fill in for absent colleagues, schools must compensate them with overtime or stipends. Some districts offer bonuses or emergency coverage pay to ensure classrooms are staffed. These costs add up and take money away from other important programs.

Planning and Professional Growth Disruptions
Teacher absences can also undermine professional learning. When teachers are frequently away, it becomes harder for them to attend trainings, coaching sessions, or team meetings. This slows down their growth and can increase burnout.

Reputational and Enrollment Risk
Parents notice when their child’s class has many substitutes. The perception of instability can damage a school’s reputation and even enrollment, particularly in open-choice or charter environments. Since state funding often follows attendance, the combined effect of lower enrollment and high absenteeism can lead to further financial shortfalls.

Strategies for Recovery and Stability

While the problem is complex, districts can take steps to reduce the impact of teacher absenteeism.

1. Use predictive data to spot early signs of burnout
   Districts can analyze attendance data to flag potential patterns of burnout or excessive leave. Predictive analytics can help HR teams provide targeted support, such as schedule flexibility, wellness initiatives, or early interventions, before absences spike.
2. Incentivize presence without punishment
   Small rewards, recognition, or growth opportunities can encourage teachers to be present without being harsh or punishing. Research suggests that these recognition-based programs can also foster greater overall morale in the district.
3. Strengthen substitute preparedness
   Investing in high-quality substitutes pays long-term dividends. Schools can provide micro-credentialing or onboarding sessions that familiarize substitutes with district curriculum, behavior systems, and technology. The better substitutes understand the classroom environment, the less disruption occurs during coverage periods.
4. Structure curriculum in easy-to-follow units
   Curriculum leaders can design instruction in modular units that allow for smooth transitions in case of absences. This allows substitutes to continue learning with minimal gaps, preserving student progress even during interruptions.
5. Embed daily continuity plans
   Teachers can prepare simple folders with upcoming lessons, key objectives, and class routines. This helps substitutes or team teachers deliver lessons more confidently and consistently.
6. Prioritize teacher wellness and burnout prevention
   Many absences are rooted in stress and exhaustion. Districts that invest in mental health supports, realistic workload expectations, and flexible scheduling tend to see improved attendance rates. A culture that values well-being is more sustainable than one that treats absence as a disciplinary issue.
7. Connect student and teacher attendance programs
   Attendance initiatives should be integrated rather than siloed. When teachers are more consistent, students come to school more. Improving both helps the entire school.

Conclusion

Teacher absences are more than a scheduling problem. They directly affect student learning and school budgets. To help students recover from learning loss, schools must also help teachers stay present and supported.

By addressing stress, improving systems, and focusing on wellness, schools can improve attendance for both students and teachers. With consistent teachers and engaged students, schools can rebuild strong, stable learning environments.

The path forward requires intentional investment, transparent metrics, and a cultural shift that sees attendance—not just student attendance, but teacher presence—as the foundation of educational recovery.

References

• Frontline Education. Teacher Absenteeism White Paper. frontlineeducation.com
• Greene, J., & Butcher, J. (2023). The Alarming Rise in Teacher Absenteeism. Heritage Foundation / ERIC.
• Hansen, M., Aggarwal, P., & Wagner, R. (2025). State Data Shows K-12 Teacher Absences Surged Post-Pandemic. Brookings Institution.
• American Enterprise Institute. (2024). Lingering Absence in Public Schools: Tracking Post-Pandemic Chronic Absenteeism.
• U.S. Government Accountability Office. (2022). Pandemic Learning: As Students Struggled to Learn.
• Learning Policy Institute. (2023). Reducing Chronic Absenteeism: Lessons from Community Schools.
• RAND Corporation. (2025). Continued High Levels of Chronic Absence, With Some Improvements.