As pupil absenteeism reaches record levels in England, educators highlight emotional distress and socioeconomic factors as key drivers, prompting calls for more inclusive, compassionate school support systems amidst ongoing mental health challenges.
As the new school year unfolds, concerns about pupil attendance continue to weigh heavily on educators and families alike, amid growing recognition of complex challenges behind absences. The Education Secretary, Bridget Phillipson, recently emphasised the importance of children returning to classrooms, highlighting data that nearly half of pupils missing classes in the first week often develop persistent absenteeism. Persistent absence, defined as missing 10% or more of lessons, remains alarmingly high, with one in five pupils in England classified as persistently absent last academic year, a figure that has more than doubled since before the pandemic.
For some children, the struggle to attend school is rooted not merely in general reluctance but in acute emotional distress. Julie, a mother from Northamptonshire, shared her experience with her daughter Rosie, who has autism and suffered emotionally based school avoidance (EBSA). Rosie’s ordeal culminated in a traumatic school visit where, despite appearing dishevelled and distressed, she was recognised by school staff for simply being present. Julie recalls the profound anxiety her daughter endured, including night terrors and self-harming behaviours, exacerbated by the overwhelming sensory and social demands of the classroom environment. This experience resonates with wider reports from schools noting a significant surge in EBSA, particularly in early secondary years during key transitions when pupils face an often chaotic and overstimulating school atmosphere.
Anna Hewes, headteacher at Prince William School in Northamptonshire, points out that EBSA is a growing concern that schools are actively addressing. Her school has introduced a specialised unit for pupils experiencing EBSA, with support designed to feel more nurturing and less intimidating, alongside onsite mental health provisions. This initiative aligns with efforts to create more inclusive educational settings that “future proof” against ongoing and rising mental health challenges. Such interventions aim at early detection and support, as Dr Joanne Summers, a principal educational psychologist in Luton, highlights the necessity of understanding the root causes behind absences rather than framing them as mere defiance.
National statistics corroborate the concerns about rising absence. In the 2023/24 academic year, the Department for Education recorded persistent absence rates at more than 21%, a steep increase from roughly 11% in the years before the pandemic. Severe absences—where pupils miss at least half of their lessons—also reached record levels, with over 2% of pupils classified as severely absent. These figures translate to more than 170,000 students missing extended periods of schooling, the highest number since such data collection began in 2006.
The causes behind these trends are multifaceted. While emotional and mental health issues like EBSA are significant, socioeconomic factors such as poverty disproportionately impact attendance. Pupils eligible for free school meals are twice as likely to be persistently absent than their peers, underscoring the interplay between educational engagement and broader social inequalities. The pandemic’s lingering effects also cast a long shadow, having shifted perceptions of school attendance and normalised occasional absences for some families.
Efforts to combat these persistent absences are ongoing. Some recent data suggest improvements, with a slight decrease in persistent absence to 17.6% in the 2024/25 academic year reported by the Department for Education. However, experts like Geoff Barton, a former headteacher and SEND provision researcher, argue that addressing absenteeism requires a fundamental shift towards viewing pupils with empathy rather than discipline. He calls for schools to embrace the “humanity of our schools” and prioritise mental health and inclusivity to meet the evolving needs of pupils.
Julie’s reflections on her daughter’s struggle offer a poignant personal insight into the realities faced by families grappling with EBSA. She expresses regret over pushing Rosie to attend school until she reached a breaking point, recognising the emotional cost and the trust strained between them. Her story encapsulates the delicate balance between educational expectations and the mental well-being of vulnerable children, a challenge that schools and policymakers must continue to address with sensitivity and comprehensive support.
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Source: Noah Wire Services
Noah Fact Check Pro
The draft above was created using the information available at the time the story first
emerged. We’ve since applied our fact-checking process to the final narrative, based on the criteria listed
below. The results are intended to help you assess the credibility of the piece and highlight any areas that may
warrant further investigation.
Freshness check
Score:
8
Notes:
The narrative presents recent data on pupil absenteeism in England, with references to statistics from the 2023/24 academic year. The earliest known publication date of similar content is from March 2025, indicating that the information is current. The narrative includes updated data but recycles older material, which may justify a higher freshness score but should still be flagged. The inclusion of updated data alongside older material suggests a mix of fresh and recycled content.
Quotes check
Score:
9
Notes:
The narrative includes direct quotes from individuals such as Julie, a mother from Northamptonshire, and Anna Hewes, headteacher at Prince William School. A search for the earliest known usage of these quotes reveals no matches, indicating that they are potentially original or exclusive content. This originality enhances the credibility of the narrative.
Source reliability
Score:
10
Notes:
The narrative originates from the BBC, a reputable organisation known for its journalistic standards. This association strengthens the reliability of the information presented.
Plausability check
Score:
8
Notes:
The narrative presents data on pupil absenteeism in England, with references to statistics from the 2023/24 academic year. The inclusion of direct quotes from individuals such as Julie, a mother from Northamptonshire, and Anna Hewes, headteacher at Prince William School, adds a personal perspective to the data. The narrative aligns with known trends in pupil absenteeism and includes updated data, suggesting a plausible and well-supported account.
Overall assessment
Verdict (FAIL, OPEN, PASS): PASS
Confidence (LOW, MEDIUM, HIGH): HIGH
Summary:
The narrative presents current and relevant information on pupil absenteeism in England, supported by original quotes and sourced from a reputable organisation. While it includes both updated and recycled material, the inclusion of original content and the credibility of the source support a high confidence in the accuracy and reliability of the information presented.
