Poverty and disadvantage have considerable effects on children and young people. For many young people multiple aspects of disadvantage affect their lives and increase the risk of negative outcomes. In the UK, austerity, funding cuts and Covid-19 have contributed to increasing levels of poverty and disproportionately affected disadvantaged children. In this article, Professor Caroline Bond highlights findings from the latest Child of the North and Centre for Young Lives report which finds that school absence is connected to bigger issues of unfairness in the UK.

• Levels of school absence are proven to be higher in disadvantaged areas – with school absence leading to further risks and disadvantage.
• Rates of unauthorised absence are 34% higher in the North of England than the South of England.
• Existing approaches to tackle school absences are falling short. Government and decision makers should support schools in early identification, early intervention and promoting inclusive school environments.

A new report – and the school attendance crisis

Days after the most recent Department for Education data showed around 150,000 children in England are missing a half or more of their time at school, a new report (the tenth in a series of Child of the North/Centre for Young Lives reports) presented an in-depth analysis of school absence and inequality. The collaborative report, led by researchers at The University of Manchester aims to show that putting the interests and life chances of children at the heart of policymaking and delivery is crucial.

Disadvantage is a significant factor in poorer educational and long-term life outcomes – and there are clear links between geographical inequalities and school absences. Our statistics show that overall persistent absence rate is highest in the South West (22.2%) and Yorkshire and The Humber (22.1%). Whilst Inner London and Outer London recorded the lowest overall persistent absence rate of 18.9% and 18.7%, respectively.

It is well documented that children in the North of England experienced longer COVID-19 lockdowns and experience higher levels of poverty and reduced educational funding. These regional disparities also manifest themselves in increased risk of school attendance difficulties. Our data post-COVID (2022 to 2022-23) shows the North continuing to experience elevated absence rates compared to the Midlands and the South, with a persistent trend of higher unauthorised absence rates.

Disadvantage, vulnerable children and absence

Children who are not school ready, those who have special education needs, are looked after or from certain minority groups are among those at greater risk of adverse school outcomes. These adverse outcomes include not attending school, experiencing mental health difficulties, being excluded or not achieving at the expected academic level for their age.

For instance, only 36% of children who were persistently absent in 2018-19 achieved expected grades in English and Maths compared to 78% of pupils who were rarely absent. Although not attending school is potentially very disruptive to young people’s education, rates for school non-attendance and suspension/exclusion have increased in recent years and only a third of schools in England have dedicated mental health teams.

Our report found a negative correlation between overall absence rates and educational attainment particularly in the North East, Yorkshire and The Humber, and the South West.

Adverse outcomes

Regular absence from school leads to other risks and consequences in addition to lower attainment. There are increased risks of becoming Not in Education, Employment, or Training (NEET).

School absence is also a safeguarding issue with absent children at greater risk of criminal or sexual exploitation and/or serious violence.

Young people who were severely or persistently absent reported being 15% less confident at making friends compared to pupils with full attendance. Poverty and disadvantage leading to school absence is then compounded by disconnection from peers, adverse mental health outcomes and risks of harms, unemployment and negative outcomes.

Tackling the crisis

There is an urgent need for schools and colleges to be able to develop broader and more inclusive pastoral and academic systems to engage diverse young people with education.

Many headteachers have stated that strategies used prior to the pandemic to tackle school absence are no longer as effective as they were before 2020. The current national approach to tackling school absence is too uniform, so decision makers in education policy must consider that by offering a broader curriculum, a wider range of educational opportunities and extracurricular activities schools and colleges can play an important role in enabling young people to maintain their engagement with education and achieve their potential.

‍For children at risk of absence, early intervention is key. Central and local government should support schools in both early identification and early intervention. Early identification would focus on children from disadvantaged backgrounds, with special educational needs (SEND), and those living in high-deprivation areas. Preventative interventions should ensure children are school ready, experience a sense of belonging and safety in school and experience an engaging curriculum offer.

The Department for Education should support schools to establish early screening methods to identify at-risk pupils before attendance issues escalate. This will enable schools to address learning, social and emotional or mental health needs early and work with community organisations to provide wider support for families. Government – via frameworks such as Ofsted – can recognise schools that promote inclusive environments.

National and local government should also encourage closer collaboration between education, healthcare, and social services to provide integrated support for children facing complex challenges. Multi-agency partnerships between local authorities, community organisations, and healthcare services can help to identify the root causes of absenteeism and work collaboratively to provide targeted, individualised support. Local authorities can play a central role in facilitating this approach.