Abstract
The purpose of this study was to examine how school staff who provide interventions for chronic absenteeism perceive the cultural responsiveness of interventions. School-based employees from across Sacramento County were selected using a snowball sampling method. Qualitative content analysis was used to analyze responses from ten interviews. Three themes were identified from the findings: the importance of relationship building, addressing structural barriers to attendance, and cultural influences on attendance. One of the major findings of the study was the emphasis that chronic absenteeism is a symptom of broader structural and social inequities that students and families experience. Another major finding is that interventions that prioritize building strong relationships and providing resources to address structural barriers are perceived as most effective across all cultures. Implications for social work practice and policy are discussed.