Ten tips for improving school attendance

by Matt Bromley

This article first appeared in SecEd on 16 June 2026. Read the original here.

Few issues in education currently command such widespread attention as school attendance. Once regarded as a relatively stable metric – only impacted by seasonal illness, family circumstance, and the occasional unauthorised holiday – attendance has, since the pandemic, become one of the most volatile indicators of system health.

In England, attendance is now both a symptom and a signal: a symptom of deeper structural pressures affecting children, families, and schools; and a signal that something fundamental has shifted in the relationship between young people and formal education.

I’d like to explore what has happened to attendance since Covid; why absence remains stubbornly high; why disadvantaged pupils and those with SEND are disproportionately affected; what the Department for Education is doing to help; and what research evidence suggests schools can do now.

Recovering, but not recovered

National data for the last academic year (2024/25) shows cautious improvement, but not yet a full recovery.

Across the 2024/25 academic year, overall absence in England remained notably higher than pre-pandemic. Absence stood at 6.78%. This is down from 7.15% in 2023/24 but compares with typical pre-pandemic levels of below 5%.

The challenge is particularly stark at secondary level, while overall absence for primary schools stands at 5.2%, at secondary level it is running at 8.44% (2024/25).

Persistent absence – defined as missing 10% or more sessions – affected 18.14% of pupils, still far above the 10.5% seen in 2018/19. Again, secondary persistent absence is notably higher than primary (23.37% vs 12.99%).

Weekly monitoring suggests the pattern is stabilising but fragile: overall absence hovered between 6.5% and 6.8% during 2024/25, with persistent absence around 18%.

There are encouraging signs. Persistent absence has fallen compared to the previous academic year and overall attendance has gradually improved. Yet severe absence – pupils missing 50% or more sessions – remains above pre-pandemic levels, signalling that while many pupils have returned to regular patterns, a smaller group remain deeply disconnected (for all statistics, see DfE, 2026a).

This is consistent with wider analysis suggesting that the post-pandemic period has intensified inequalities. Disadvantaged pupils are more likely to be persistently absent, contributing significantly to the widening attainment gap. Indeed, “pupil absence is a key, and growing, driver of the disadvantage gap” (Jiménez et al, 2025).

Attendance is therefore not simply an operational challenge for schools; it is a structural issue for the system.

Why attendance fell after Covid

The decline in attendance cannot be explained by a single factor. Rather, Covid accelerated existing vulnerabilities while creating new ones.

Illness and health anxiety: Illness remains the largest single cause of absence, accounting for more than half of missed sessions. Covid altered public attitudes towards illness. Families are now more cautious about attending school with symptoms. Schools themselves adopted stricter expectations around sickness absence during the pandemic, and behavioural norms have shifted accordingly. Moreover, the pandemic intensified anxiety about health and contagion, particularly among vulnerable pupils and families.

Disrupted routines and weakened habits: Attendance is, in part, habitual. The long disruption to schooling between 2020 and 2022 interrupted routines that had previously been socially embedded. For some pupils, particularly those who struggled before Covid, lockdown provided an alternative experience of learning that felt more manageable. Some developed patterns of emotionally based school avoidance (EBSA), particularly where anxiety, sensory overload or social pressures were already present. Evidence suggests absence patterns often become self-reinforcing: missing school can increase anxiety about returning, which in turn increases avoidance behaviour (Middleton et al, 2026).

Parental perceptions of schooling: For a minority of families, the pandemic altered perceptions of the necessity of physical attendance. Working from home normalised flexible routines. Some parents report greater willingness to authorise term-time holidays or keep children home for minor illnesses. While unauthorised holidays represent only a small proportion of absence, they have increased slightly since Covid. More significantly, the pandemic prompted some parents to question whether attendance is always essential, particularly where children experienced stress.

Rising mental health need: Mental health concerns among children and young people increased during and after the pandemic. Anxiety, depression, and social withdrawal are frequently cited drivers of absence. Absence can be both a cause and a consequence of poor mental health. Persistent absence is associated with long-term risks including poorer attainment, reduced employment prospects, and poorer wellbeing. 

Why disadvantage and SEND are strongly associated with absence

Persistent absence is not evenly distributed. Pupils eligible for free school meals, those with SEND and those in social care are disproportionately represented among those with the lowest attendance. The reasons are multifaceted.

Structural barriers: Disadvantaged families are more likely to experience housing insecurity, financial instability and unpredictable working patterns. These conditions make consistent attendance more difficult. Transport costs, caring responsibilities, and access to healthcare appointments also influence attendance patterns. Research indicates that persistent absence disproportionately affects pupils eligible for FSM and those with SEND, where needs often overlap (see EEF, 2026).

Unmet need and school fit: For pupils with SEND, absence is often linked to unmet need rather than disengagement. Where provision does not sufficiently accommodate sensory needs, communication differences, or anxiety, attendance can become distressing. EBSA is particularly associated with neurodivergence, anxiety, and experiences of bullying or social isolation. Where pupils feel unsafe, overwhelmed or misunderstood, absence becomes an adaptive behaviour.

The disadvantage gap: Evidence suggests attendance is now a major driver of widening attainment gaps. As stated above, increased absence among disadvantaged pupils explains a significant proportion of the widening GCSE gap since 2019 (Jiménez et al, 2025). If disadvantaged pupils attended school at similar rates to their peers, the attainment gap at age 16 could be substantially smaller. Attendance, therefore, is not simply a pastoral concern; it is an equity issue.

What the DfE is doing

Government policy has increasingly framed attendance as a national priority. Recent measures include:

Attendance hubs and mentoring: The DfE has supported the expansion of attendance hubs, enabling schools with strong attendance practice to support others. Attendance mentors provide targeted support to persistently absent pupils, particularly those facing complex barriers.

Strengthened expectations and guidance: Updated statutory guidance – Working Together to Improve School Attendance (DfE, 2024) – emphasises early identification of absence risk and stronger collaboration between schools, local authorities and families. 

Financial penalties and regulation: Fines for unauthorised absence have increased, reflecting a policy emphasis on parental responsibility. However, sanctions alone have limited impact unless combined with supportive interventions.

Investment in mental health support: Expansion of Mental Health Support Teams in schools aims to address anxiety-related absence and EBSA. Policy increasingly recognises attendance as connected to wellbeing.

What works: Five lessons from research

The evidence-base for improving attendance is still developing. Many studies are US-based and vary in quality. Nonetheless, several consistent themes emerge. The Education Endowment Foundation’s rapid review (EEF, 2022; 2023) identifies some broad principles.

1. Diagnose the problem precisely: Attendance interventions are most effective when tailored to specific barriers rather than applied generically. A holistic understanding of pupils and families is essential. This requires combining quantitative attendance data with qualitative insight from pastoral teams, families, and pupils themselves.
2. Build relationships with families: Parental engagement shows promise as a strategy for improving attendance. Personalised communication, mentoring, and collaborative problem-solving can strengthen trust and shared expectations. Communication that is supportive rather than punitive appears particularly important for disadvantaged families.
3. Combine universal and targeted approaches: Whole-school culture matters. Pupils are more likely to attend when they feel safe, valued, and successful. Alongside universal provision, targeted support – mentoring, counselling, flexible timetables – may be necessary for pupils facing complex barriers. The EEF emphasises the importance of combining monitoring systems, parental communication, and motivational approaches.
4. Address belonging and engagement: The research consistently links attendance with school belonging. Where pupils experience positive relationships with peers and teachers, attendance improves. Conversely, bullying, isolation, or repeated academic failure can drive absence.
5. Avoid over-reliance on rewards or sanctions: The evidence suggests incentives can support attendance when used alongside relational approaches. Reward-based systems can improve engagement when pupils perceive them as fair and meaningful (Moore & Walker, 2025). However, extrinsic motivation alone is insufficient where underlying barriers remain unresolved.

A framework for supporting disadvantaged and SEND pupils

Improving attendance for vulnerable pupils requires multi-layered support. Effective practice often includes:

• Early identification of risk patterns.
• Strong relationships with families.
• Flexible pastoral responses.
• Collaboration with external services.
• Inclusive classroom practice.
• Consistent expectations.

Importantly, attendance improves where pupils experience school as responsive rather than rigid. For pupils with SEND, adjustments to environment, timetable, or curriculum may be necessary. Graduated reintegration, quiet spaces, and predictable routines can reduce anxiety-related absence.

Attendance as culture, not compliance

Perhaps the most significant shift since Covid is conceptual. Attendance cannot be secured through compliance alone. It depends on culture. Where pupils feel known, valued, and supported, attendance tends to follow. Where school feels unsafe or irrelevant, absence becomes rational. 

This does not mean expectations should be lowered. Rather, high expectations must be accompanied by support. Attendance is most secure where pupils feel both obligated and welcomed.

Five tangible takeaways for schools

1. Diagnose before intervening: Analyse patterns carefully. Identify which pupils are persistently absent and why. Avoid assuming a single cause.
2. Prioritise relationships with families: Communication should emphasise partnership. Listening often precedes improvement.
3. Invest in belonging: Strong tutor systems, mentoring, and inclusive classroom practice can strengthen engagement.
4. Use data intelligently: Monitor trends early. Small declines in attendance often precede persistent absence.
5. Adopt a tiered response: Universal culture, targeted support, and specialist intervention should operate together.

What it looks like in practice: Ten actions to take now

1. Use attendance data diagnostically, not just descriptively: Attendance improves when schools identify patterns early and respond quickly. As such: analyse attendance by group, subject, day, lesson and individual pupil to identify emerging risk before persistent absence develops. Research suggests early-warning indicators (e.g. attendance dropping below 95%) strongly predict later persistent absence (DfE, 2026b). As such: track weekly attendance by vulnerable group; flag pupils whose attendance drops by 3% to 5%; use tutor-time conversations to explore causes early; and review patterns around specific lessons or days. 
2. Build strong relationships with families through supportive communication: Parental engagement is consistently associated with improved attendance. Schools that communicate with empathy rather than threat tend to build stronger cooperation. Regular, personalised communication can improve parental perceptions of school and reinforce shared expectations. As such: make early phone calls supportive rather than punitive; focus on partnership language (how can we help?); provide clear guidance about when absence is appropriate; and ensure consistency across staff.
3. Establish a strong sense of belonging: Pupils attend school more regularly when they feel known, valued, and safe. Belonging is strongly associated with engagement, motivation, and persistence (Smith & Culbert, 2024). As such: strengthen tutor systems; prioritise positive staff-pupil relationships; ensure behaviour systems emphasise restoration; and use extra-curricular participation strategically. 
4. Provide targeted mentoring for persistently absent pupils: Mentoring programmes show promise where absence is persistent and complex (DfE, 2026c). Trusted adults can help pupils navigate barriers including anxiety, low motivation or family challenge. As such: assign key adults to persistently absent pupils; schedule regular check-ins; set small attendance goals; and celebrate improvement.
5. Address EBSA through graduated reintegration: Anxiety-related absence often requires gradual reintegration rather than immediate full attendance. Rigid responses can increase distress and entrench avoidance patterns. As such: consider using phased returns to school; reduced timetables (short-term only); quiet spaces or safe bases; and consistent staff contact.
6. Remove practical barriers to attendance: Small logistical barriers can have disproportionate impact, especially for disadvantaged pupils. Transport costs, uniform issues or lack of equipment can contribute to absence. As such: provide breakfast clubs; offer uniform support; review transport challenges; and ensure pupils have necessary equipment. 
7. Strengthen transition support at key points: Attendance often dips at transition points (years 6–7, year 9, year 11). Proactive transition support can reduce anxiety and maintain engagement. As such, consider operating: summer contact with vulnerable pupils; enhanced induction programmes; peer mentoring; and early parent communication. 
8. Use rewards strategically to reinforce attendance habits: Incentives can support attendance when used carefully and fairly. Recognition systems appear most effective when focused on improvement rather than perfection. As such: recognise improved attendance; celebrate tutor group progress; avoid penalising pupils with legitimate absence; and ensure rewards align with school values.
9. Improve curriculum engagement and classroom climate: Attendance is influenced by pupils’ experience of learning. Where pupils feel successful and interested, attendance improves (EEF, 2024; DfE, 2025). Conversely, repeated academic failure or boredom can drive avoidance. As such: ensure high-quality teaching; provide appropriate challenge; scaffold success for struggling learners; and review curriculum relevance.
10. Develop a coherent whole-school attendance strategy: Fragmented approaches are less effective than aligned systems. Schools with improving attendance often combine culture, systems, and targeted intervention. As such: clarify attendance vision and expectations; ensure leadership oversight; align pastoral and academic systems; and review impact termly. 

Final thoughts

Attendance remains one of the clearest indicators of how well the education system is functioning for its most vulnerable learners.

The post-pandemic landscape has exposed fragilities in the relationship between school and society. Yet it has also clarified priorities.

Improving attendance requires more than enforcement. It requires understanding. Where schools build trust, respond flexibly to need and sustain high expectations, attendance can recover – not because pupils are compelled to attend, but because they want to.