Understanding the link between attachment theory and student attendance is crucial for addressing absenteeism. Students with secure attachments to their school are more likely to feel supported, manage stress effectively, and handle academic and social challenges. In contrast, students with insecure or disorganized attachments may struggle with emotional regulation, leading to anxiety, school avoidance, and disengagement. In this session, we will define and differentiate key attendance terms to clarify the complexities of absenteeism, use attachment theory to explore factors that shape students' emotional well-being and school attendance, and discuss strategies for fostering positive school attachments to reduce absenteeism and encourage consistent school engagement.  We will also highlight a statewide research project underway in Montana to better identify communities' unique capabilities to improve school attendance.