Pretty much everyone with a stake in schools is deeply concerned about the current high rate of absenteeism. This includes politicians, school leaders, academic researchers, and many parents. The trend has been evident for some time now. In England, the percentage of students classified as persistently absent (missing more than one in 10 lessons) has more than doubled since the pandemic. It escalated from 10.9% in 2018-19 to 22.3% in 2022-23. Although data in Northern Ireland, Scotland, and Wales is collected separately due to devolved education systems, indications suggest a similar trend. A recent report from research agency Public First, which explored perspectives through focus group discussions, labeled the situation a “full-blown national crisis.”
The concern over high absenteeism is absolutely warranted. As the teacher and writer Lola Okolosie aptly pointed out, school serves as “an anchor to society.” In addition to providing education, school is where children learn to engage with others. Since the disproportionately affected students include those on free school meals and those with special educational needs, low attendance results in social exclusion.
There is general consensus regarding the causes of this problem. The COVID-19 pandemic disrupted routines and changed attitudes toward infectious illnesses, particularly in households with vulnerable individuals. School closures affected families differently, but the break from classrooms weakened the connection between some students and their schools. Remote work also altered attitudes toward attendance in both workplaces and schools, necessitating further research on the consequences of these changes. The increased willingness of parents to take term-time holidays has also been noted as a contributing factor.
Advice from Chris Whitty, the chief medical officer, that children with mild or moderate anxiety are likely to benefit from attending school, should help headteachers encourage attendance. A review proposed by Sir Martyn Oliver, the expected future head of Ofsted, should prioritize the perspectives and voices of students. The implementation of more breakfast clubs, as promised by Labour’s Bridget Phillipson if her party comes into power, would be especially beneficial in the most impoverished areas. Headteachers concur that food and financial insecurity are reasons why children stay away.
Addressing the worsening mental health of young people will take time, especially given the workforce crisis in the NHS. The same goes for the lack of provisions for students with special needs and disabilities. The government is responsible for significant flaws in the system it designed. Ministers are to blame for the current crisis in school buildings, the loss of welfare specialists due to budget cuts, and the refusal to fund the recommended Covid recovery package. A more constructive approach to the recent teachers’ pay dispute would have minimized disruptions.
The government is also accountable for the decline in teacher recruitment and retention, which is one of the most serious problems schools face. By undermining staff autonomy and professionalism, excessively focusing on narrow accountability measures, and prioritizing academic qualifications over sports and other activities, ministers have turned schools into environments where both adults and children are less enthusiastic to be. This failure is the most grave of all.
In the long run, some reconsideration of the school day may be warranted. Flexibility can be an inclusive measure in certain cases. However, in the short term, and given the close link between attendance and academic achievement, schools require more support to facilitate the return of students.
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