Description

Upon completion of this conference, participants will be able to:

1. Explain how social determinants of education, including housing instability, poverty, and systemic inequities that contribute to chronic absenteeism among K-12 students of marginalized identities.
2. Analyze chronic absenteeism through a school social work and ecological systems framework, identifying limitations of punitive, compliance-based attendance policies.
3. Apply the Social Determinants-Informed Attendance Intervention (SDIAI) framework to school-based practice, using equity-centered and trauma-informed strategies to support student attendance.

 

Presenter Bio:

Madison Bobbitt, Bachelor of Human Services and Master of Social Work, is a Doctoral Candidate in the Doctor of Social Work program at the University of Kentucky College of Social Work. They currently serve as a school social worker with the Cherokee County School District, where their work centers on advancing equity, access, and educational stability for marginalized K-12 student populations. Their professional practice emphasizes systems-level collaboration, trauma-informed approaches, and advocacy for students navigating complex social and structural challenges.

Their research interests include chronic absenteeism, educational inequities, and school social work practice, with a particular focus on students experiencing homelessness and other structural barriers to school engagement. Their doctoral capstone project, “Addressing Chronic Absenteeism Among Marginalized K-12 Students Through a Social Determinants-Informed Attendance Intervention (SDIAI) Framework,” integrates theory, policy, and practice through a systematic literature review, conceptual analysis, and a practice application grounded in the school social work role. Bobbitt’s scholarly work is informed by interdisciplinary foundations, social work ethics, and a commitment to justice-oriented practice within educational systems.

They are especially interested in translating research into actionable, practitioner-informed interventions that support schools, districts, and communities in addressing attendance barriers and promoting student engagement and success. Their long-term professional goals include contributing to practice-informed scholarship, strengthening school-based interventions, and advancing equity-driven policy and practice in education.

 

Delivery Method: Live Interactive Training via Zoom Video Conferencing

Credit Hours: 1.0 (ACE)

Target Audience: This conference is intended for social workers and students.

Accreditation: University of Kentucky College of Social Work, Provider # 1377, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 9/29/25-9/29/28. Social workers participating in this conference will receive up to 15 general continuing education credits.

Claiming CE Credit: Instructions for claiming CE credit will be disseminated at the beginning of each session.

Questions: If you have any questions regarding CE credit or to report a grievance, please contact Christina Krantz at Christina.Krantz@uky.edu. For technical assistance, please contact lmshelp@uky.edu.

 

Disclaimer: The views and opinions expressed in these presentations are those of the individual presenters and do not necessarily reflect the official policies or positions of the University of Kentucky or the College of Social Work. The inclusion of any topics, perspectives, or discussions is intended for academic engagement and does not constitute endorsement by the institution.