Chronic absenteeism has increased in New Mexico since the pandemic and remains a persistent challenge across student groups. Data show that some student groups, such as English Learner (EL) students, experience higher rates of chronic absence, highlighting the need to strengthen how attendance systems respond to varied barriers of attendance. The Regional Education Laboratory Southwest identified attendance strategies that strengthen prevention, engagement, and access across existing New Mexico attendance systems. Findings highlight how linguistically and contextually responsive practices, often developed within EL contexts, such as clear communication, family partnership, relationship-based prevention, and coherent support systems, can be embedded into attendance structures to improve effectiveness for all students.