Secondary Students’ Mental Health and Absenteeism Post-COVID-19: School Social Workers’ Perspectives

School social workers practice in a post-COVID-19 educational context where anxiety, depression, and emotional dysregulation are closely associated with chronic absenteeism among middle school students. This practice problem is central to clinical social work because distress-based avoidance is often misinterpreted as defiance, resulting in punitive responses that intensify disengagement. The purpose of this doctoral project was to explore how school social workers perceive and respond to the interconnected dynamics of student mental health and chronic absenteeism following COVID-19. Bronfenbrenner’s ecological systems theory guided the inquiry. A qualitative descriptive design was employed using semi-structured interviews with 10 middle school social workers conducted via secure teleconference. Interviews were audio-recorded with consent, deidentified, and transcribed by the researcher. Data were analyzed through open coding, axial coding, and theme development, supported by an audit trail, brief member checking, and reflexive journaling to enhance credibility. Five themes emerged across ecological levels. Emotional distress functioned as a primary driver of school avoidance, while relationships with caregivers, peers, and school staff shaped attendance outcomes. School policies, service access, stigma, cultural beliefs, and resource inequities further influenced engagement. COVID-19 functioned as a critical chronosystem event, disrupting routines and increasing the need for flexible re-entry support. Findings indicated that trauma informed, coordinated approaches promoted reengagement more effectively than punitive attendance practices. In turn, these insights advance positive social change by informing more equitable, trauma responsive attendance practices.