Prioritise individualised approaches to tackle pupil absences, NFER says

Schools should prioritise supportive, individualised approaches to tackling pupil absence while recognising that sanctions still have a role to play, new research from the National Foundation for Educational Research (NFER) has found. The study, Voices from the Classroom - Understanding how secondary schools support pupils returning from absence, is based on semi-structured face-to-face interviews with staff and pupils from nine state-funded secondary schools. It also includes responses from three NFER Teacher Voice survey questions answered by more than 600 secondary teachers and leaders. The findings suggest that pupils value having trusted staff members to talk to when returning from absence, while staff emphasised the importance of tailoring support to individual pupils’ needs – at the same time, acknowledging the additional workload involved with this. Some schools reported offering rewards, such as prize draws and trips, to encourage and motivate good attendance. However, both staff and pupils recognised that focusing solely on a perfect attendance record can be problematic. Pupils in schools that took a supportive yet structured approach—offering recognition for good attendance alongside pastoral support - felt more motivated to come to school. In contrast, pupils in schools that relied primarily on sanctions such as detentions, fines and phone-calls home, were more likely to perceive attendance policies as unfair, particularly when absences were due to circumstances beyond their control. These insights come at a time when levels of overall and persistent absence (those pupils missing 10 per cent or more of school sessions), remain substantially higher than they were pre-pandemic, despite considerable policy focus on getting pupils back into school. The study also suggests that illness, mental health challenges and term-time holidays were common causes of absence in the participating schools. The research suggests that the longer pupils are absent, the harder it is to return to school. Missed lessons during absence were a key source of anxiety for pupils, especially for those who did not receive support with missed work after returning. Long waiting lists and limited support from external agencies, including the Child and Adolescent Mental Health Service (CAMHS) and Local Authorities, were found to be creating additional pressures on overstretched school staff. Challenges faced by staff included managing rising levels of pupil anxiety and other mental health needs. Schools felt they needed stronger and more consistent support from these agencies to better manage pupil needs, tackle the root causes of absence and improve attendance. NFER senior research manager and co-author of the report Matt Walker said: “Attendance is strongly linked to educational outcomes, so it’s concerning that absence rates remain high. The study responses suggest schools should consider prioritising encouraging and individualised approaches in addition to punitive sanctions. “As part of the Government’s Curriculum and Assessment Review, it may be valuable to explore how wellbeing content can be effectively integrated into a diverse curriculum, and how, when delivered alongside extracurricular activities, it can support attendance while maintaining high academic standards.” He added: “This is particularly important for socio-economically disadvantaged young people, who may face additional barriers to engagement and attendance. Teachers want to support their pupils to achieve the best outcomes, but heavy workloads and limited resources can be significant barriers.”