Report on June School Attendance Challenges in New York City

Overview of June Attendance Trends

June, often referred to as “June-cember,” is characterized by rising temperatures, graduations, celebrations, numerous field trips, and disruptions to standardized testing. This period typically disrupts academic routines, causes parents to adjust work schedules, and often results in decreased student attendance.

In June 2025, these challenges were notably intensified, affecting parents, teachers, and students across New York City.

Factors Contributing to Attendance Decline

1. Weather and Holidays: Unusually hot weather combined with holidays falling late in the week (such as Juneteenth and Eid al-Adha) led to lower attendance, especially on Fridays.
2. Regents Exams: The time-consuming Regents Exams disrupted instructional time and contributed to students disengaging from school activities.
3. Immigration Enforcement Concerns: Increased immigration enforcement actions under the Trump administration raised fears among immigrant families, potentially leading to absenteeism.

Attendance Data Analysis

• More than half of NYC public schools reported lower average attendance rates in June 2025 compared to June 2023 and 2024.
• Some schools experienced attendance drops exceeding 20 percentage points.
• Experts describe this phenomenon as the “June swoon,” highlighting systemic issues with maintaining attendance during this period.

Impact on Sustainable Development Goals (SDGs)

The attendance challenges in June 2025 have significant implications for the following SDGs:

• SDG 4: Quality Education – Reduced attendance and instructional time undermine efforts to provide inclusive and equitable quality education and promote lifelong learning opportunities for all.
• SDG 3: Good Health and Well-being – The mental health of students is affected by inconsistent school schedules and disruptions, emphasizing the need for supportive school environments.
• SDG 10: Reduced Inequalities – Immigration-related fears disproportionately impact migrant students, highlighting the need to address inequalities within the education system.
• SDG 8: Decent Work and Economic Growth – Parental work schedules are disrupted by inconsistent school attendance, affecting economic stability for families.

Detailed Factors Affecting Attendance

School Calendar and Holiday Impacts

• Juneteenth and Eid al-Adha holidays created fragmented school weeks, leading to lower attendance on adjacent days.
• Sudden changes such as work-from-home days for teachers added to scheduling confusion.
• These interruptions make it difficult for educators to maintain consistent instructional momentum.

Post-Pandemic Attendance Attitudes

• Lingering effects of the COVID-19 pandemic have led to reduced commitment to full-day school attendance among students and parents.
• Experts stress the importance of reinforcing regular attendance to improve educational outcomes.

End-of-Year Activities and Field Trips

• Increased number of field trips and celebrations place additional demands on parents for childcare and volunteering.
• Early termination of aftercare programs exacerbates challenges for working families.
• Disruptions particularly affect neurodivergent children who rely on routine.

Standardized Testing Pressures

• Regents Exams require significant student participation, leading some non-testing students to skip school.
• Students unprepared for exams or those already accepted to college tend to disengage during testing periods.

Immigration Enforcement and Attendance

• Increased ICE detentions and raids have created fear among immigrant families, contributing to fluctuating attendance.
• Educators report that students feel threatened, impacting their willingness to attend school.
• While official data suggests no mass exodus, the psychological impact on migrant communities is significant.

Recommendations Aligned with SDGs

1. Enhance Attendance Monitoring and Support (SDG 4): Implement targeted interventions to maintain attendance during critical months like June.
2. Strengthen Mental Health Services (SDG 3): Increase access to counseling and support for students affected by disruptions and immigration-related fears.
3. Promote Inclusive Policies (SDG 10): Develop school policies that protect and support immigrant students to reduce attendance barriers.
4. Support Working Families (SDG 8): Coordinate school calendars and aftercare programs to better align with parental work schedules.
5. Ensure Quality Instruction (SDG 4): Maximize instructional time by minimizing disruptions and balancing celebrations with academic engagement.

Conclusion

The challenges faced by New York City public schools in June 2025 highlight the complex interplay between academic scheduling, socio-economic factors, and broader societal issues such as immigration enforcement. Addressing these challenges through a lens focused on the Sustainable Development Goals is essential to fostering equitable, inclusive, and quality education for all students.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education
   • The article discusses issues related to student attendance, instructional time, and standardized testing in New York City public schools, all of which are directly connected to ensuring inclusive and equitable quality education.
2. SDG 3: Good Health and Well-being
   • Mental health challenges and the impact of stress and disruptions on students, including neurodivergent children, are mentioned, linking to well-being.
3. SDG 10: Reduced Inequalities
   • The article highlights the impact of immigration enforcement on migrant students’ attendance, reflecting issues of social inclusion and reducing inequalities.
4. SDG 11: Sustainable Cities and Communities
   • Challenges related to school calendar disruptions, community events, and parental work-life balance relate to making cities inclusive and sustainable.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations, including migrants and persons with disabilities.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments.
2. SDG 3: Good Health and Well-being
   • Target 3.4: Promote mental health and well-being.
3. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of migration status.
4. SDG 11: Sustainable Cities and Communities
   • Target 11.7: Provide universal access to safe, inclusive and accessible, green and public spaces, particularly for vulnerable populations.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Attendance Rates
   • The article provides data on daily student attendance rates and notes a decline in attendance during June compared to previous years. This is a key indicator for Target 4.1 and 4.5 measuring completion and participation in education.
2. Standardized Test Participation and Performance
   • References to Regents Exams and student preparedness relate to measuring learning outcomes (Target 4.1).
3. Mental Health Support Availability
   • The presence of mental health professionals in schools (Counseling in Schools program) is mentioned, which can be an indicator for Target 3.4.
4. Impact of Immigration Enforcement on School Attendance
   • Fluctuations in attendance among migrant students due to fear of ICE raids can be an indicator related to social inclusion under Target 10.2.
5. School Calendar and Scheduling Disruptions
   • Frequency and impact of holidays, field trips, and remote work days affecting instructional time can be considered an indirect indicator of the learning environment’s stability (Target 4.a).

4. Table: SDGs, Targets and Indicators

Source: gothamist.com