The Growing School Absence Gap for Vulnerable Children

The Education Policy Institute (EPI) Examining post-pandemic absences in England has recently published a report which focuses on the evident trend of a widening absence gap between the most vulnerable school pupils, those with SEND and from disadvantaged backgrounds, and their peers: further increasing inequality between children.

The report highlights the fact that these children now miss up to 4.4 more days of school compared to other pupils, which further highlights the deeper issues within the education system.

School absence inequalities getting wider

As the impact of Covid-19 decreases across the education landscape, the general pattern of school attendance has improved over the last year. However, there is a growing issue with a rise in unauthorised absence, with a 5.5% increase in secondary schools and 1.5% rise in primary schools from 2023. This rise is 40% in primary schools and over 80% higher in secondaries compared to pre pandemic rates (autumn 2019/20).

In contrast, the attendance figures for children with SEND and disadvantaged background have not mirrored the general pattern of improvement. The EPI research revealed that school absences of pupils with an Education, Health and Care Plan (EHCP) have increased by 33% from before the pandemic, adding a further worry for the educational outcomes for this vulnerable group of learners.

Mental health and primary school pupils

The EPI report also highlighted another concerning statistic; the increasing absence amongst primary pupils with social, emotional and mental health needs. In the Autumn term of 2023, this group of children missed, on average, 9.6 days, a significant rise compared to the previous year. This is further concerning as the percentage of children identified as having social, emotional and mental health needs has risen by 37% since 2019. This trend shines a spotlight on a critical area of unmet need within the education system as a whole even though there has been a significant focus on improving the mental health and wellbeing of young people.

The Pressure on Schools and the SEND System

Schools are reportedly struggling to meet the needs of an increasing number of vulnerable pupils, with the SEND system and child support services, such as CAMHS, under significant strain. According to the Child of the North research group of academics, the current system is failing many vulnerable children and young people with SEND. Over 1.5 million pupils in England have SEND, meaning that 40% of children are identified as having these additional needs at some point between the ages of 5 and 16. So, the increase in absence for these groups of children further exacerbates the pressure on schools. The General Secretary of the Association of School and College Leaders (ASCL), Pepe Di’Iasio stated that the system is, “on its knees” with increasingly long waits for EHCPs, insufficient funding and a lack of specialist support services. There are ever-growing fears that schools can’t, despite their best efforts, provide the level of care and support that these children require.

The EPI research’s focus on the growth of unauthorised absences amongst all groups of pupils; absences other than illness or other authorised reasons, indicates that the factors which are contributing to absenteeism are complex and need a nuanced and targeted approach to be effectively addressed.

Addressing School Absence Issue

The EPI report shines a spotlight on the inequalities that exist in the education system, and the crucial need for absenteeism to be addressed to enable educational outcomes to improve and the gap to be closed between different groups of pupils. Di’Iasio emphasised that resolving the SEND crisis needs to be a key priority of the new government as he states that teachers and school leaders are at their ‘wits’ end’ and that the current situation represents a tragedy for those pupils and families affected.

The Child of the North research makes clear that thousands of children and parents are crying out for a faster and kinder process, with better early intervention support. Parents reportedly are ‘begging for solutions’ as they try to navigate the extremely stressful process of trying to receive an EHC plan. The report highlights a series of stark statistics with regard to a postcode lottery in receiving EHP’s, the facilitation of identification of SEND before school entry and the SEND funding gap local councils are facing.

The Child of the North report makes a series of recommendations based on seven principles and the evidence that underpins them and by providing case studies of exceptional practice. The seven principles are:

• Putting our children first - the UK must prioritise children if we want to enjoy a healthy future.
• Addressing inequality - a failure to support children and young people with SEND will starve the UK of talented individuals within the future workforce.
• Adopting place-based approaches - Support, while needing to meet agreed standards (as in SEND code of practice) should be designed and delivered taking account of local contexts.
• Working together effectively across our public services - recognise current organisational arrangements are not fit for purpose and find new ways of delivering connected public services so that holistic solutions to complex problems can be implemented.
• Putting education at the heart of public service delivery- schools need to be at the epicentre of support, with services being delivered from schools e.g. CAMHS.
• Establishing universities as the ‘Research and Development’ departments of local services - Universities have the capabilities to draw on existing evidence and conduct new research on SEND to support public service colleagues and families.
• Using and sharing information across public service providers effectively - connecting public service data (i.e. education, healthcare, social care etc) to see how services intersect and allow essential information sharing to safeguard children, whilst helping with earlier diagnosis and faster decisions.

In conclusion, the pressing issue of the widening absence gap needs urgent action. In partnership with schools and other stakeholders, the government must prioritise the needs of vulnerable pupils, in partnership with schools and other services, ensuring access to the support and resources that are necessary to educationally succeed. Any failure to not act risks deepening the inequalities and leaving a generation of children behind.

Sara Spinks

SSS Author & Former Headteacher