🛑 Attendance Barriers Worksheet

Name: ____________________________ Date: ____________________________

🎯 1. List Your Top 3 Barriers

Use the lines below to write each barrier.

1. Barrier 1:
   ────────────────────────────────────────

1. Barrier 2:
   ────────────────────────────────────────

1. Barrier 3:
   ────────────────────────────────────────

✏️ 2. Example from Your Experience

For each barrier above, you can write and/or draw a specific example.

Barrier 1 example:
Write:
────────────────────────────────────────

Draw:
╔══════════════════════════════════════╗
║ ║
║ (Draw your example here) ║
║ ║
╚══════════════════════════════════════╝

Barrier 2 example:
Write:
────────────────────────────────────────

Draw:
╔══════════════════════════════════════╗
║ ║
║ (Draw your example here) ║
║ ║
╚══════════════════════════════════════╝

Barrier 3 example:
Write:
────────────────────────────────────────

Draw:
╔══════════════════════════════════════╗
║ ║
║ (Draw your example here) ║
║ ║
╚══════════════════════════════════════╝

👑 3. Biggest Obstacle

Which barrier feels hardest to overcome? Why?

Write your answer:
────────────────────────────────────────

Attendance Obstacle Overcomer Game

Objective: Practice matching coping skills to attendance barriers in a fun, collaborative activity.

Materials

• Attendance Coping Skills Cards
• Barrier Cards (print or write each common barrier on an index card; include blank cards for student-generated barriers)
• Timer or stopwatch
• Tokens or counters (optional, for scoring)

Setup

1. Prepare a deck of Barrier Cards with examples such as:
   • Anxiety about tests or social situations
   • Trouble waking up or getting out the door
   • Feeling unprepared or falling behind
   • Personal or family responsibilities
   • Transportation challenges
   • Any other barriers from your Attendance Barriers Worksheet
2. Include blank Barrier Cards so students can write their own barriers.
3. Shuffle the Barrier Cards deck and the Attendance Coping Skills Cards deck separately. Place both piles face down on the table.

How to Play (8–10 minutes)

1. Divide students into small teams of 2–3.
2. Teams take turns drawing one Barrier Card and one Coping Skill Card.
3. When a team’s turn starts, flip the timer for 1 minute.
4. During that minute, the team discusses and decides how the coping skill can help overcome the barrier.
5. At the end of the minute, the team explains their match to the group:
   • If the group agrees the strategy fits the barrier, the team keeps both cards and earns 1 point (place them in front of the team).
   • If not, both cards go to the bottom of their respective piles and the next team takes a turn.
6. Continue for a set number of rounds (e.g., 5–6 per team) or until time runs out.
7. The team with the most points at the end wins.

Group Discussion (2–3 minutes)

• Ask: “Which skill + barrier match was most helpful or surprising?”
• Invite teams to share one strong example and explain why it works.
• Encourage students to note any new ideas they can add to their personal plans.

Differentiation

• Provide sentence stems on a small sheet: “This skill helps with ___ because ___.”
• Allow students who struggle with writing to draw or act out their match.
• Offer visuals or simplified language on cards for ELL learners.
• Pre-assign mixed-ability teams so students can support one another.

Personal Attendance Action Plan

Name: ____________________ Date: ____________________

1. Attendance Goal

What is your target for coming to school each week?
My attendance target is: ____________________

2. Biggest Barrier to Tackle

Which one barrier will you focus on overcoming first?
Barrier: ____________________
Why this is toughest:

3. Coping Strategies

List at least two skills or strategies you will use to handle that barrier.

1. (Optional) ____________________

4. Support Network

Who can help you stay on track? List people and how they will support you.

• Person 1: ____________________ – Support: ____________________

• Person 2: ____________________ – Support: ____________________

5. Check-In Plan

Choose two dates to review your progress. Write down what went well and next steps.

Check-In 1 (Date): ____________________

• What went well:

  ---

  
  
  
• Next steps:

  ---

  
  
  
  
  
  
  

Check-In 2 (Date): ____________________

• What went well:

  ---

  
  
  
• Next steps:

  ---

  
  
  
  

6. Peer Share

Choose one part of your plan (goal, barrier, strategy, or support) to share with the group.
I will share: ____________________

Attendance Adventure Discussion Guide

This guide provides prompts and follow-up questions to structure student conversations in each 15-minute session. Encourage open sharing, active listening, and peer support.

Session 1: Identifying Barriers

• Opening Prompt: “What feelings or situations make coming to school hard for you?”
• Follow-Up Questions:
  • “Can you give a specific example when you felt that way?”
  • “How did that experience affect your choice to come (or not come) to school?”
  • “What thoughts were running through your mind at that moment?”
• Group Share:
  • After a few students share, invite others: “Who can relate or has a similar barrier?”
  • Encourage students to nod, raise hands, or share short comments.

Session 2: Building Coping Skills

• Recap Prompt: “Let’s quickly remind ourselves of one barrier we talked about last time. Who wants to share one?”
• Skill Introduction: Present a coping skill (e.g., planning, mindfulness, self-talk) and ask:
  • “How could this skill help with the barrier you just mentioned?”
  • “What might your morning checklist include to solve that trouble getting up?”
  • “What could you say to yourself when you feel anxious before class?”
• Pair Discussion:
  • In pairs, take turns explaining how a drawn skill card could work for your barrier.
  • Prompt: “What steps would you actually take?”
• Group Reflection: “Which coping skill seems most doable for you? Why?”

Session 3: Why School Matters

• Warm-Up Question: “Name one thing you enjoy about being at school. Why do you like it?”
• Academic Benefits: “How does showing up help you learn something new each day?”
• Social Benefits: “In what ways have your classmates or teachers made your day better?”
• Future Focus: “Imagine a job or hobby you love—how does regular school attendance help you reach that goal?”
• Personal Connection: “What is one personal reason attending school matters to you and your future?”

Session 4: Creating an Attendance Action Plan

• Barrier & Skill Recap: “What is the one barrier you chose to tackle and the main skill you’ll use?”
• Goal-Setting Questions:
  • “What’s your weekly attendance target?”
  • “How will you remind yourself of that goal each morning or the night before?”
• Support System:
  • “Who will help keep you on track? How will you ask them?”
• Accountability Check-Ins:
  • “What dates will you pick to review how it’s going?”
  • “How will you celebrate small wins or handle setbacks?”
• Peer Feedback:
  • Invite volunteers to share one part of their plan (goal, barrier, strategy, or support).
  • Group members offer one positive comment and one idea for improvement.