{"id":227759,"date":"2025-03-27T10:45:22","date_gmt":"2025-03-27T10:45:22","guid":{"rendered":"https:\/\/schoolsweek.co.uk\/?p=227759"},"modified":"2025-09-19T16:28:45","modified_gmt":"2025-09-19T15:28:45","slug":"how-to-crack-the-secondary-attendance-challenge","status":"publish","type":"post","link":"https:\/\/schoolsweek.co.uk\/how-to-crack-the-secondary-attendance-challenge\/","title":{"rendered":"How to crack the secondary attendance challenge"},"content":{"rendered":"\n

Overall and persistent absence (defined as students missing 10 per cent or more of school sessions) remain significantly higher than pre-pandemic levels<\/a> despite sustained school and policy efforts to improve attendance<\/a>. So what can we do about it?<\/p>\n\n\n\n

We wanted to understand what schools are already doing to support students to return to school following absence and how successful they feel these approaches are. We hope that other schools might find this helpful for reflecting upon and shaping their own practice.<\/p>\n\n\n\n

We spoke with school staff and a total of 85 students across nine secondary mainstream schools. We also asked three questions as part of NFER\u2019s teacher voice survey, which gathered responses from more than 600 secondary teachers and leaders.<\/p>\n\n\n\n

The rising impact of mental health<\/strong><\/h3>\n\n\n\n

School staff told us that mental health concerns – particularly anxiety – were a significant barrier to attendance. They also found it more difficult to support these students to return to school. <\/p>\n\n\n\n

Staff also talked about the importance of the language used around mental health. They noted that while some students experienced significant anxiety that hindered their ability to attend school, others faced everyday challenges and setbacks but viewed them as major barriers to attendance. <\/p>\n\n\n\n

Meanwhile, students told us that school could be a source of stress and anxiety for them. They worried about falling behind with schoolwork and about reintegrating into friendship groups after an absence.<\/p>\n\n\n\n

Solutions<\/em><\/strong><\/h4>\n\n\n\n

While it is important for schools to validate students\u2019 feelings and foster a supportive environment, a more nuanced conversation is needed between schools, parents and students around resilience, coping strategies, and when professional mental health support is necessary. <\/p>\n\n\n\n

Schools that haven\u2019t already done so should consider adopting the government\u2019s eight principles for a whole-school approach to mental health and wellbeing<\/a>. <\/p>\n\n\n\n

At the same time, policymakers must ensure that schools are adequately resourced to implement these principles effectively and have access to appropriate external support to promote both wellbeing and attendance.<\/p>\n\n\n\n

The challenging return after absence<\/strong><\/h3>\n\n\n\n

Students told us that the longer they were absent, the harder it became to return to school. Key challenges included:<\/p>\n\n\n\n