The problems missing students face and how to tackle them
The number of pupils missing school has grown since the pandemic. Pupils who are frequently absent are less likely to do well in exams and more likely to suffer from poor mental health. ‘Persistent absence remains a significant challenge for schools,’ Chris Paterson, Co-CEO of the Education Endowment Foundation (EEF), says. ‘According to data from the Department for Education (DfE), in the 2023–24 school year, one in five pupils were persistently absent, meaning they missed 10% or more of their schooling.’
‘Understanding the underlying reasons behind absence is essential to finding the right solutions’
In 2023/24 in Scotland, the persistent absence rate was 31.4%. This meant nearly a third of learners didn’t attend school for 19 or more days of their academic year. And in government figures for England, the rate of persistent absences was 18% for the academic year to 26 June 2025, down compared to the same time last year but nearly double the rate (11%) in 2018–19, before the pandemic. The rate of severe absence – missing more than half of school – more than doubled from 0.8% to 2%. The Welsh government reported similar numbers in 2024/25, with them classifying 2.6% of pupils as severe absentees. Even general absence rates were up in England, reaching almost 7% across all schools compared to 5% before Covid-19.
What factors are behind these trends?
In 2023/24 in Scotland, the persistent absence rate was 31.4% (bit.ly/4rPbwzt). This meant nearly a third of learners didn’t attend school for 19 or more days of their academic year. And in government figures for England, the rate of persistent absences was 18% for the academic year to 26 June 2025, down compared to the same time last year but nearly double the rate (11%) in 2018–19, before the pandemic (bit.ly/4aTrnJO). The rate of severe absence – missing more than half of school – more than doubled from 0.8% to 2%. The Welsh government reported similar numbers in 2024/25, with them classifying 2.6% of pupils as severe absentees (bit.ly/4rRVqow). Even general absence rates were up in England, reaching almost 7% across all schools compared to 5% before Covid-19.
What’s behind these trends?
‘There are many reasons why a pupil may be persistently absent,’ Chris says. ‘Some, such as physical or mental illness, are widely understood. But other reasons are more complex. For instance, some pupils may avoid specific lessons due to strained relationships with peers, or because they find certain subjects challenging. Understanding the underlying reasons behind absence is essential to finding the right solutions.’
In October 2024, a report by Child of the North (CotN) and the Centre for Young Lives (CYL) found pupils in low socioeconomic areas or marginalised communities, young carers, or those with special educational needs, social workers, mental health challenges, autism, tooth decay or family issues were more likely to miss school. Using 2023–24 data, the report found persistent absence rates increased to 37% for pupils from low socioeconomic backgrounds, compared to the average of 21%. Numbers rose from the average to 36% for those receiving free school meals (FSM) and 38% for those with education, health and care plans. The highest rates of unauthorised persistent absence were in north England, possibly because of longer lockdowns, increased poverty and reduced educational funding.
‘I am struck, not just by the simple enormity of how many children are not in school, but the clear evidence of how unfair this is,’ Camilla Kingdon, former president of the Royal College of Paediatrics and Child Health, says. ‘Why should a child in the north of England be at significantly higher risk of disengaging with the education system? How can it be that a child on free school meals is so much more likely to persistently miss school?’
‘In their science learning, students persistently missing lessons hinders their conceptual development’
These barriers to learning persist in Wales too. Despite there being fewer pupils eligible for FSM persistently absent in 2024/25 than 2023/24, the figures are still far higher than 2018/19. And when it comes to severe absence, pupils eligible for FSM were four times more likely to miss 50% or more school than pupils not eligible for FSM. 2022/23 data showed children in care in the Republic of Ireland were also more likely to miss 20 or more days of school than all children.
In October 2024, a report by Child of the North (CotN) and the Centre for Young Lives (CYL) found pupils in low socioeconomic areas or marginalised communities, young carers, or those with special educational needs, social workers, mental health challenges, autism, tooth decay or family issues were more likely to miss school (bit.ly/48wDokh). Using 2023–24 data, the report found persistent absence rates increased to 37% for pupils from low socioeconomic backgrounds, compared to the average of 21%. Numbers rose from the average to 36% for those receiving free school meals (FSM) and 38% for those with education, health and care plans. The highest rates of unauthorised persistent absence were in north England, possibly because of longer lockdowns, increased poverty and reduced educational funding.
‘I am struck, not just by the simple enormity of how many children are not in school, but the clear evidence of how unfair this is,’ Camilla Kingdon, former president of the Royal College of Paediatrics and Child Health, says. ‘Why should a child in the north of England be at significantly higher risk of disengaging with the education system? How can it be that a child on free school meals is so much more likely to persistently miss school?’
‘In their science learning, students persistently missing lessons hinders their conceptual development’
These barriers to learning persist in Wales too. Despite there being fewer pupils eligible for FSM persistently absent in 2024/25 than 2023/24, the figures are still far higher than 2018/19. And when it comes to severe absence, pupils eligible for FSM were four times more likely to miss 50% or more school sessions than pupils not eligible for FSM. 2022/23 data showed children in care in the Republic of Ireland were also more likely to miss 20 or more days of school than all children (bit.ly/3YPGGRn).
Why attendance matters
‘When pupils are absent regularly, it becomes harder for them to keep up with the curriculum,’ Chris says. ‘Lost learning isn’t always easy to make up, particularly when it happens outside the structure and support of the classroom.’ A DfE report found that the better a pupil’s attendance record at ages 7–11 and 14–16, the more likely they were to be academically successful, after controlling for other factors including postcode.
‘When pupils are absent regularly, it becomes harder for them to keep up with the curriculum,’ Chris says. ‘Lost learning isn’t always easy to make up, particularly when it happens outside the structure and support of the classroom.’ A DfE report found that the better a pupil’s attendance record at ages 7–11 and 14–16, the more likely they were to be academically successful, after controlling for other factors including postcode (pdf: bit.ly/3Yk9s4K).
10–11 year-old pupils who attended school nearly every day were 1.3 times more likely to achieve expected standards in reading, writing and maths compared to pupils who only attended 90–95% of the time. This means missing just ten days of year 6 reduced the likelihood of reaching the expected standard by around 25%.
‘No child should ever think that school isn’t for them’
Learners aged 15–16 who attended school nearly every day were 1.9 times more likely to achieve grade 5 in GCSE English and maths compared to pupils who only attended 90–95% of the time (up to two weeks more school time per year) and three times more likely than persistently absent pupils who only attend 85–90% of the time (4–6 weeks more school time). This means missing just ten days of year 11 reduced the likelihood of achieving grade 5 in English and maths by around 50%.
‘Persistent absence will impact a student’s academic learning,’ agrees David Paterson, assistant head and chemistry/physics teacher at Aldenham School, Elstree. ‘In their science learning, students persistently missing lessons hinders their conceptual development and reduces their ability to engage with more complex ideas. Depending on the pattern of absence, they may miss multiple practical sessions meaning they do not develop the scientific skills and attributes that practical work engenders.’
Being in school is important for well-being and social development. The CotN report found that absence is associated with poorer physical health and mental well-being, as well as more interactions with the criminal justice system. Persistently absent children have a nearly four times higher risk of not being in education, employment or training, and a greater risk of criminal or sexual exploitation and/or violence.
What’s the government doing?
In August 2024, the DfE implemented new rules to improve school attendance in England. Schools now have several responsibilities including regularly reviewing available support and implementing bespoke plans for each persistently absent child. Every school in England must share daily attendance registers with the DfE and councils.
The government funds 32 attendance hubs across six English regions, run by schools with excellent attendance that share practical ideas with other schools. They offer support including breakfast clubs, extracurricular activities, and help in gathering and analysing attendance data. The government’s mentoring programme also provides one-to-one support for persistently absent pupils and their families.
Tackling low attendance
The DfE highlights the importance of targeted interventions during the transition from primary to secondary school, particularly for pupils with 10–15% absence. Its report in May 2025 found that over 70% of 10–11 year-old pupils with greater than 15% absence in 2021–22 remained persistently or severely absent the next academic year. Over 80% of secondary school pupils with greater than 15% absence in 2021–22 remained persistently or severely absent in 2022–23.
The DfE highlights the importance of targeted interventions during the transition from primary to secondary school, particularly for pupils with 10–15% absence. Its report in May 2025 found that over 70% of 10–11 year-old pupils with greater than 15% absence in 2021–22 remained persistently or severely absent the next academic year (pdf: bit.ly/4q0xxt8). Over 80% of secondary school pupils with greater than 15% absence in 2021–22 remained persistently or severely absent in 2022–23.
‘The crucial message is the need to intervene early and to build a sense of belonging and inclusion in schools,’ executive chair of CYL, Anne Longfield says. ‘Investing early in supporting children at risk of disengagement from education is the best way of preventing problems further down the line. No child should ever think that school isn’t for them.’
‘Creating a strong sense of belonging is a key part of encouraging attendance’
The CotN report recommends early screening to identify at-risk pupils, mentors, targeted support plans and regular attendance monitoring, as well as collaboration between schools, social services and health providers. It also suggests schools receive support for extracurricular activities, enrichment programmes, peer support systems and volunteer opportunities.
‘Creating a strong sense of belonging is a key part of encouraging attendance and is within the day-to-day gift of all teachers,’ Chris says. ‘Creating strong routines can create a positive and supportive environment for all pupils. These kinds of inclusive, supportive practices help build the relationships that encourage regular attendance.’
Addressing persistent absence requires both whole-class strategies and targeted support for individuals, he says. ‘High-quality teaching approaches, like scaffolding, benefit all pupils. By providing temporary support, such as a writing frame, that teachers then remove when pupils no longer require it, teachers can reduce the barriers some pupils face.’ Some students may also need more specific interventions. For example, peer tutoring could be helpful as a targeted approach to aid learning. The EEF has developed resources to help schools boost attendance too.
What you can do
- Read the Education Endowment Foundation’s materials, Supporting school attendance. Designed for school leaders, they’re still insightful reading for every teacher.
- Use scaffolding in your lessons. It’ll benefit all pupils. Get started with these tips for scaffolding learning with decision trees.
- Look for opportunities to develop and boost a sense of belonging for every learner in your classroom. Consider a science capital approach as Louise Archer from the ASPIRES project describes in her article, Why equity and inclusion are key for chemistry teachers.
Addressing persistent absence requires both whole-class strategies and targeted support for individuals, he says. ‘High-quality teaching approaches, like scaffolding, benefit all pupils. By providing temporary support, such as a writing frame, that teachers then remove when pupils no longer require it, teachers can reduce the barriers some pupils face.’ Some students may also need more specific interventions. For example, peer tutoring could be helpful as a targeted approach to aid learning. The EEF has developed resources to help schools boost attendance too (bit.ly/3Y8jt5j).
What you can do
- Read the Education Endowment Foundation’s materials, Supporting school attendance: bit.ly/450BDK1. Designed for school leaders, they’re still insightful reading for every teacher.
- Use scaffolding in your lessons. It’ll benefit all pupils. Get started with these tips for scaffolding learning with decision trees: rsc.li/49k9jDz
- Look for opportunities to develop and boost a sense of belonging for every learner in your classroom. Consider a science capital approach as Louise Archer from the ASPIRES project describes in her article, ‘Why equity and inclusion are key for chemistry teachers’: rsc.li/4q6yFvL
At David’s school, senior leaders and pastoral teams lead on improving attendance. ‘This will involve direct engagement with the child and their parents/carers and may involve working with other agencies around the family. When in school, all the adults around the child will work as a team to support them in catching up and reintegrating with the dynamics of the school. Catching up on academic work can be easier today, with more lesson resources, modelling and support captured in digital form, for example, lesson notes in Microsoft Class Notebooks and Teams conversations.’
‘Persistent absence is a complex issue involving many roles across a school, but by using evidence-informed approaches, schools can take meaningful steps toward reducing it,’ Chris concludes. ‘It’s also important to monitor impact. By tracking attendance data and identifying early indicators of success, such as improved engagement or behaviour, schools can better understand what’s working, what needs adjustment and where they might need a different approach.’
Maria Burke is a freelance science and business journalist
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