Date of Award
8-2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Noelle Paufler
Committee Member
Dr. Edwin Bonney
Committee Member
Dr. Jacquelynn Malloy
Committee Member
Dr. Kedralyn Folk
Abstract
Chronic absenteeism continues to impact student academic outcomes, school engagement, and long-term success, particularly at the high school level. Research has shown that students who experience consistent absenteeism are more likely to report lower levels of school connectedness and belonging. This improvement science dissertation examined whether a school-based mentoring intervention could improve attendance and students’ sense of belonging among ninth-grade students identified as chronically absent at a public high school in South Carolina.
The intervention, titled the On Track Together Mentoring Program, paired school staff mentors with students for weekly mentoring sessions over a 10-week implementation period. The program focused on relationship-building, student support, goal setting, and increasing positive adult connections within the school environment. Mentors participated in training before implementation and completed weekly mentor logs throughout the intervention.
This study used an improvement science framework and incorporated Plan-Do-Study-Act (PDSA) cycles to guide implementation and reflection. A mixed methods approach was used to examine changes in student attendance and sense of belonging. Attendance data were collected weekly, while students completed a pre- and post-intervention belonging survey adapted from Panorama Education measures. Additional qualitative data were collected through mentor logs and participant feedback to better understand student experiences and program implementation. Quantitative data were analyzed using paired-samples t-tests, while qualitative responses were reviewed for common themes related to student relationships, engagement, and support.
Findings showed improvement in students’ sense of belonging following participation in the mentoring program, with results indicating a statistically significant increase in belonging scores from pre- to post-intervention. Attendance outcomes also improved for many participants, although the increase was not statistically significant within the 10-week implementation period. Qualitative findings suggested that students valued having a trusted adult connection at school and appreciated consistent encouragement, accountability, and emotional support from mentors. Mentors also reported positive relationship development and increased student engagement over time.
The findings from this study contribute to the growing body of research on school-based mentoring and chronic absenteeism interventions at the secondary level. This study also highlights the importance of relationship-centered supports and structured mentoring programs as potential strategies for improving school connectedness and student engagement. Implications for practice include the need for intentional mentor training, consistent implementation structures, and continued efforts to strengthen student-adult relationships within schools.
Recommended Citation
Black, Alexis, "Changing the Trajectory: A School-Based Mentoring Intervention to Improve Attendance and Belonging" (2026). All Dissertations. 4391.
https://open.clemson.edu/all_dissertations/4391