Across Canada, absenteeism has increased since the pandemic, with many school boards reporting a growing number of students who are chronically absent (1). In response, the Ontario government is proposing new legislation that will tie a portion of students’ grades directly to attendance in an effort to incentivize being in class.
Absenteeism is often framed as an issue of motivation, but for many students, particularly those in low-income communities, the reality is more complex. Barriers such as the cost of transportation, the need to work or provide care within their families, and limited access to technology can make regular attendance difficult. Tying attendance to grades is unlikely to address the root causes of absence for students facing these challenges.
We know students benefit from consistent access to supports that meet the full range of their needs, including academic, financial, and social-emotional support. They also need spaces where they feel a sense of belonging and connection, along with trusted adults who can provide guidance and encouragement.
The Pathways Program is designed to respond to these realities. Through a comprehensive model of wraparound supports, the program works with students to remove barriers and support their ongoing engagement in school. It includes regular tutoring and homework support to help students keep up academically, paired with one-on-one mentorship from trusted adults who check in frequently and intervene early when challenges arise. Financial supports reduce day-to-day barriers that stand in the way of getting to school, such as the cost of transportation. At the same time, partnerships with schools, community organizations, and employers create opportunities for career exploration and access to additional services such as mental health supports. Together, these supports provide the consistency, connection, and practical assistance needed to help students stay engaged in school.
Data shows that this approach might be working. Across Ontario, Pathways students are meeting the attendance standard at higher rates than the provincial average.(3)
Ongoing efforts to improve attendance will be most effective when policy measures are paired with continued investment in proven, community-based programs. Supporting students to overcome the barriers they face is essential to ensuring they can fully participate in their education and achieve long-term success.
A recent feature in the Toronto Star highlights the growing challenge of student absenteeism in Ontario and the range of approaches being considered to address it, including incentives to encourage attendance. Pathways to Education is featured in the article as part of a broader conversation about what it takes to support students to stay engaged in school and the importance of addressing the root causes of absenteeism. Read the article here.
(1) M. A. Rogers et al., “Impacts of COVID-19 on School Absenteeism among Canadian Children and Youth,” Journal of the Canadian Academy of Child and Adolescent Psychiatry 34, no. 3 (2025).
(2) Government of Ontario, Putting Student Achievement First Act, 2026, April 13, 2026.
(3) The attendance standard is defined as being in class at least 90% of the time. Pathways Ontario sites reported 47.3% of students met the attendance standard in 2023–24. The provincial rate was 40% in 2024–25. Figures are from different school years and therefore not directly comparable. Attendance data for Pathways students in Ontario for the 2024-25 school year will be available later this month.