School districts require many people to facilitate the education of students, making it important to put the right people in the right places and assure that those individuals are successful in fulfilling their job requirements. As Odden (2011) noted, education is people-intensive and schools have a need for talented people at all levels. In order to be successful in fulfilling their job requirements, school district employees, including non-teaching staff, need to be present at the worksite and perform the duties that were agreed to upon their hire. Murphy (2021) noted that districts have hundreds of low-paying positions they cannot fill, such as bus drivers, cafeteria workers, and classroom aides. Absences in schools are on the rise, as noted by Lieberman (2021), who stated, "staffing shortages that have been crushing schools for months--with frequent absences and unfilled openings for teachers, instructional aides, bus drivers, custodians, substitutes and more--are getting worse, not better, new survey results show." Porter and Steers (1973) noted that absenteeism has "potentially critical consequences for both the person and the organization" (p. 151). McClenney (1992) suggested in her study that an understanding of the relationship between attendance at teacher planning and principal meetings and other factors to absenteeism may provide important insight for employers who must cope with the consequences of employee absenteeism. Our study was conducted to explore a relationship between implemented engagement strategies for school aides and the potential for intervention on their attendance. Our findings suggest no relationship between including aides in teacher and principal meetings that discuss relevant student information about the students they support and the aides' attendance, at least at first. However, it was found that aides with more experience were more likely to volunteer for professional engagement opportunities. Additionally, aides at elementary levels were more likely to volunteer for professional engagement opportunities when compared to their secondary-level counterparts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]