Students who have had contact with Child Protective Services (CPS) are more likely to miss school than their peers, according to a new study published in the journal Children and Youth Services Review. The research, led by Arya Ansari of The Ohio State University, analyzed data from 3,334 adolescents in 20 urban areas, tracking their experiences from birth through age 15. It found that students with CPS involvement were more likely to miss school, whether the absences were excused or unexcused. Teachers also reported contacting these students’ families more frequently about attendance issues, and the students themselves reported feeling less connected to their schools compared to their classmates. The study suggests that CPS contact can be a form of adversity, and families may respond in different ways. Some may disengage from the system by allowing their children to miss more school, while others may try harder to ensure regular attendance. However, the research found that even when students feel connected to their schools, this factor alone does not significantly reduce the attendance gap between those with CPS involvement and those without. In the U.S., more than a third of children are likely to be involved with CPS by the time they turn 18, with Black children facing an even higher risk—over half will have CPS contact before age 18. Chronic absenteeism, defined as missing school frequently enough to hinder academic progress, has long been a problem in U.S. schools. During the 2018–19 school year, 15% of K–12 students were considered chronically absent, a figure that rose to 28% in 2021–22 during the COVID-19 pandemic before slightly declining to 24% in 2024. Ansari noted that while school connectedness is important, it is only one part of a broader strategy needed to support students with CPS involvement. Other factors, such as unstable housing, financial hardship, food insecurity, and disparities in mental and physical health, also play a significant role in shaping these students’ experiences. The study was co-authored by Kierra M.P. Sattler from the University of North Carolina at Greensboro.