It is well recognized that for people living with a chronic disease, the largest impact on preserved health may come from persons other than medical professionals. This may be especially true for children for whom the actions of parents and school professionals have significant importance. Sickle cell disease (SCD) is one such disease. Although there may be positive perception by school professionals about children with chronic conditions in the classroom, many teachers may not have adequate knowledge about the impact of SCD on the lives of their students. This may decrease their ability to intervene in positive ways to improve outcomes in these children. Targeted interventions made by teachers in response to specific complications of SCD, some of which may be subtle but very important, can have a significant and lasting effect on the lives of children with SCD. A previous review examined the cognitive and academic impact of SCD. In this commentary, both absenteeism and cognitive deficits and their impact on the school life of children with SCD are discussed.