This study examines the relationship between neighborhood violent crime and student attendance rates in Chicago Public Schools, focusing specifically on 249 neighborhood elementary schools from 2014 to 2019. Utilizing theoretical foundations from Ruiz’s mediational crime model (2014), Venkat’s attendance model (2023), and Pelletier’s spatial analyses (2013), the analysis investigates whether local violent crime, school climate perceptions, and socioeconomic status impact attendance. The study employs a two-way fixed effects regression model incorporating geospatial crime data within a 0.5-mile radius of each school, along with school climate survey data and socioeconomic indicators such as free or reduced-price lunch eligibility and minority student enrollment. The findings indicate a significant positive correlation between school climate perceptions and attendance rates and a negative association between reported kidnapping incidents and attendance. However, the overall counts of violent crime and broader socioeconomic factors show no statistically significant impact on attendance. These results contrast with previous research on standardized test scores, which found stronger associations between crime exposure and academic performance. The study suggests that while crime may impact academic achievement as measured by test scores, attendance is more resilient to these environmental factors. This research offers a new framework for analyzing the effects of neighborhood violence on school attendance through geospatial analysis. While no direct link between general violent crime and attendance is found, the research emphasizes the role of school climate in supporting student engagement. The findings highlight potential areas for future research and suggest that policymakers prioritize enhancing school environments and implementing localized safety measures to improve attendance outcomes.