Student absenteeism is a prevailing issue for schools, impacting academic performance and social-emotional development. This article explores the definitions, rates, and causes of absenteeism. Through analysis of existing literature, it proposes a comprehensive approach to address the problem. Drawing on concepts of trauma-informed education and Response to Intervention (RtI), the author endorses a framework with a tiered structure of supports to create safe and supportive environments, alongside a more targeted approach to address individual root causes. By combining trauma-informed practices with the tiered approach of RtI, schools can address absenteeism and promote well-being.