Nearly 1 in 10 students in the United States--approximately 4.9 million--are considered English learners,1 also referred to as "multilingual learners." Schools have long been a cornerstone for families of English learners, who come to this country with the hope of providing their children with a brighter future. This belief in the transformative power of education is likely why, before the COVID-19 pandemic, English learners were often slightly more likely than their peers to attend school regularly. However, the challenges brought on by the pandemic disrupted this trend, leading to a rise in chronic absenteeism among English learners. Additionally, the language barriers, cultural differences, and sometimes negative attitudes and perceptions shaped by U.S. immigration policies have contributed to unwelcoming environments that can hinder regular attendance. Yet this is a challenge that can be overcome. When schools, districts, and communities work together, they can help ensure that English learners regain their place in the classroom and continue to pursue their educational dreams. This brief takes a closer look at: (1) the extent of chronic absenteeism among multilingual learners; (2) the challenges and barriers experienced by multilingual learners and their families; and (3) the multifaceted approaches needed to support multilingual learners and the promising practices that contribute to increased attendance.