Insight: Lessons from a Hallway Dash on Chronic Absenteeism

Impact Puget Sound Elementary has found a creative way to boost attendance and student engagement with Hallway Holler a monthly event where students sprint down hallways cheered on by peers and teachers celebrating acts of kindness responsibility and school values

At Impact Puget Sound Elementary, students typically face a rule that forbids running in school hallways. Once a month, however, this rule is deliberately suspended during a planned event called Hallway Holler. This initiative allows students, nominated by teachers for embodying the school’s Core Values and Commitments, to sprint down a hallway while classmates form a cheering tunnel. Teachers join in by running alongside the students. Initially started as a small activity at the Tukwila campus, Hallway Holler has grown into a monthly event across a network of four schools. Its primary purpose is to provide visible recognition for students demonstrating behaviors aligned with the school's core values.

Students report strong emotional responses to the activity. A first-grade participant noted a sense of pride when receiving peer encouragement during the sprint. A fourth-grade student mentioned that being selected for Hallway Holler increased their motivation to attend school regularly and put greater effort into learning. When the program expanded to include middle school students, feedback indicated that Hallway Holler was an essential part of the school experience, a sentiment shared directly by students rather than their families, highlighting the program's impact on students’ sense of belonging both at school and at home.

Hallway Holler is not a reward for perfect behavior or popularity. Teacher nominations are based on consistent demonstration of core values, including acts of kindness and responsibility across classrooms, shared spaces, and playgrounds. The recognition system ensures that students across the school receive acknowledgment throughout the year, reflecting ongoing growth rather than one-time achievements. Selected students represent a variety of contributions to the school community.

For example, a fourth-grade student who had faced academic and social difficulties the previous year set a goal of consistent improvement. Through acts such as supporting peers, practicing responsibility, and demonstrating kindness, the student became more engaged in school activities and even assisted younger classmates. Selection for Hallway Holler recognition was based on sustained positive behavior. Following this recognition, the student achieved measurable academic improvements, gaining over fifteen points in reading and mathematics performance.

Attendance at Impact Puget Sound Elementary averages above 90 percent, with a recorded rate of 90.8 percent. This exceeds national averages for schools with a high percentage of students qualifying for Free and Reduced Lunch programs, which at this school accounts for 79 percent of the student body. Comparable national averages typically fall between 80 and 85 percent. Academic results show that 65.3 percent of students meet grade-level standards in English Language Arts and 65.8 percent meet standards in mathematics, outperforming the local Tukwila School District by 13.9 percentage points in English Language Arts and 25.8 points in mathematics.

The school addresses chronic absenteeism not only through logistical supports such as family communication, resource connections, and transportation assistance but also by emphasizing student motivation. Attendance is framed as a behavioral outcome influenced by students’ desire to participate in school life. The approach integrates emotional engagement with academic learning, treating joyful experiences and educational performance as interconnected rather than separate objectives. While students may not comprehend the statistical significance of attendance and long-term academic performance, they clearly recognize the daily experience of being selected for Hallway Holler and participating in the communal celebration.

The initiative demonstrates that structured recognition and collective celebration can shape attendance patterns and student engagement. Hallway Holler reinforces school values, motivates students to participate consistently, and contributes to both attendance and academic outcomes. This practice shows how embedding visible, emotionally engaging recognition into the school environment can support students’ ongoing growth, foster a sense of belonging, and encourage sustained attendance.

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Author: Connor Blake
Connor Blake is a reporter and blogger writing about travel, culture, and gastronomy. He specializes in creating engaging stories and photo reports.