We’re thrilled to sit down with Camille Faivre, a renowned education expert with a deep focus on education management. In the wake of the pandemic, Camille has been at the forefront of helping institutions navigate the complexities of open and e-learning programs. Today, we’re diving into the critical topic of school attendance, exploring the irreplaceable value of human connection in education, the alarming trends in student disengagement, and how schools can balance technology with personal relationships to ensure students feel seen and motivated to show up.
What inspired you to emphasize human connection as the cornerstone of improving school attendance?
I’ve always believed that education is fundamentally about relationships. Early in my career, I saw firsthand how students who felt understood by a teacher or staff member were far more likely to engage and attend regularly. One moment that stands out is when I worked with a high school student who was on the verge of dropping out. A simple, consistent check-in from a counselor turned things around for him. That experience solidified my view that while technology has its place, it’s the human bond that truly drives a student’s decision to come to school. My background in education management has only deepened this perspective, as I’ve seen how policies and systems often overlook the emotional needs of students in favor of efficiency.
Why do you think so many high school students are just ‘going through the motions’ when it comes to their education?
It’s heartbreaking to see data showing that only a small fraction of students are fully engaged. I think a big reason for this is that many feel their education lacks relevance or personal meaning. They’re often in environments where the focus is on grades or compliance rather than curiosity or growth. Add to that the social and emotional challenges teens face, and it’s no surprise they disengage. This disconnect directly feeds into chronic absenteeism because if a student doesn’t feel school matters to them personally, why would they prioritize being there? We need to rethink how we create learning experiences that resonate on a deeper level.
How would you define school connectedness, and why is it so vital for attendance?
To me, school connectedness is about a student feeling like they belong—that they’re valued and understood within the school community. It often starts with just one meaningful relationship with a teacher, coach, or counselor who takes the time to know them beyond their test scores. I’ve seen how this can be a game-changer. When a student knows someone at school genuinely cares, they’re far more likely to show up, even on tough days. It’s not just about attendance numbers; it’s about creating a sense of safety and purpose that keeps them coming back.
Can you walk us through the concept of relationship mapping and how it helps schools support students?
Relationship mapping is a powerful strategy to ensure no student falls through the cracks. It involves school staff coming together to identify which students lack a strong, positive connection with an adult in the building. Once those students are identified, the team assigns specific staff members to build intentional relationships with them—through regular check-ins, shared interests, or just being a consistent presence. It’s a blend of data and heart: technology might help flag who needs support, but the real work happens in those authentic, one-on-one interactions. I’ve seen districts transform attendance rates by prioritizing this approach over automated fixes.
How can data be used to foster meaningful connections rather than just piling on more technology?
Data is an incredible tool when used with purpose. It can help educators spot patterns—like frequent absences or declining grades—that signal a student might be disengaged or at risk. But the magic happens when that data informs human action, not just automated responses. For instance, some districts I’ve worked with use data dashboards to identify struggling students early, then train staff to reach out personally with tailored support. One district saw significant attendance improvements simply by having teachers use this information to start conversations with students, showing they noticed and cared. It’s about using data as a starting point for connection, not as the solution itself.
With all the excitement around AI in education, where do you see its potential in addressing attendance challenges?
AI definitely has a role to play, especially in creating engaging learning experiences that might draw students back to school. For example, AI can personalize project-based learning, tailoring assignments to a student’s interests, which can reignite their curiosity. However, it falls short when it comes to addressing the root causes of absenteeism, like a lack of belonging or emotional support. AI can’t replicate the empathy of a caring adult who understands a student’s struggles. So, while it’s a useful tool to support logistics or enhance curriculum, it should always amplify human relationships rather than replace them.
What’s your forecast for the future of tackling chronic absenteeism in schools?
I think we’re at a crossroads. If we keep chasing technological solutions without addressing the human side of education, we’ll continue to see disengagement and absenteeism persist. My hope is that schools will increasingly adopt a balanced approach—using tools like AI and data to free up time and resources, but investing heavily in relationships and community-building. I believe the future lies in creating cultures where every student feels seen and valued, and where technology serves as a support, not a substitute, for the personal connections that truly drive attendance. We have the knowledge and tools; now it’s about prioritizing what matters most.
