Why a one-size-fits-all approach to attendance isn’t the way forward - NFER

New research suggests that schools should prioritise supportive, individualised approaches to tackling pupil absence while recognising that sanctions still have a role to play.  

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.  

“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.” 

The recommendations from the report include. 

Policymakers 

• Increase funding for attendance and pastoral support to help schools enhance their efforts, particularly for socio-economically disadvantaged pupils.  

• Champion multiagency working coupled with investment in external mental health and family support services. 

• Build the evidence base for effective attendance strategies. There is a need for more empirical research to evaluate the impact of different school policies and interventions on attendance, academic outcomes, and pupil well-being. 

School leaders

• Strengthen pastoral support and mental health provision. Schools could consider adopting the Government's eight principles*** for a whole-school approach to mental health and wellbeing. 

• Provide lesson catch-up support, such as online lesson materials, teacher guidance, and structured sessions (e.g., homework clubs or small-group support), to help pupils reintegrate academically after an absence. 

• Strengthen parent and carer engagement. Working closely with pupils and their parents or carers to understand the barriers to attendance was felt to be one of the most effective ways of supporting pupils back to school. This could include regular meetings, workshops, and home visits.  

ENDS℗ NOTES TO EDITORS

* NFER conducted case-study visits to nine schools chosen for their effective or innovative approaches to attendance. We spoke to 11 senior leaders, 11 senior attendance champions or pastoral leads and 85 pupils. Interviews and focus group were conducted between November and December 2024. 

**The report also included the following three questions in NFER's Teacher Voice survey: 

• How do pupils feel when they are absent from school and to what extent do these feelings vary based on the reasons for their absence and their school's attendance policy? 

• What do schools currently do to help pupils return to school following absence, and how does this differ between schools? 

• Are there any additional forms of support that schools or pupils believe would help pupils feel more comfortable and prepared to return to school after an absence? 

The Teacher Voice survey results were weighted by school-level factors including geographical region, school type and eligibility for free school meals to ensure they were statistically representative of schools nationally.  

*** The Government's eight principles for a whole school or college approach to promoting mental health and wellbeing include training staff to enhance understanding, integrating resilience-building strategies into the curriculum, and ensuring timely identification and support for pupils who may benefit from targeted support, including appropriate referrals to support services.