A prominent educational psychologist has warned that persistent school absence is closely linked to issues of regional inequality and insufficient support for schools in the UK. Professor Caroline Bond, a leading academic from The University of Manchester, argues that addressing the root causes of school absence through early intervention is essential to improving educational outcomes, especially for disadvantaged children.
In an article published by the University’s policy engagement unit, Policy@Manchester, Professor Bond draws upon findings from the Child of the North and Centre for Young Lives reports to emphasise the importance of placing the needs and life chances of children at the forefront of public policy decisions.
“Disadvantage is a key factor in poorer educational and long-term life outcomes,” she said, pointing to the links between geographical inequalities and the rate of school absence. Professor Bond highlights that regions like the South West and Yorkshire and the Humber have the highest rates of persistent absenteeism, with figures of 22.2% and 22.1% respectively. In contrast, Inner and Outer London recorded lower persistent absence rates, at 18.9% and 18.7%.
Professor Bond also highlights that children who are not ready for school, those with special educational needs (SEND), children in care, and those from certain minority groups are at a higher risk of adverse school outcomes. She explains: “These adverse outcomes include not attending school, struggling with mental health issues, being excluded, or failing to achieve expected academic results.”
The report also revealed that only 36% of persistently absent pupils in the 2018-19 academic year achieved expected grades in English and Maths, compared to 78% of students with excellent attendance.
Professor Bond further asserts that school absence is not only an educational issue but also a safeguarding concern. Absent children are more vulnerable to criminal or sexual exploitation and other forms of harm. “Young people who were severely or persistently absent were 15% less confident in making friends compared to those with full attendance. Poverty and disadvantage lead to school absence, which is compounded by social disconnection, mental health challenges, and long-term negative outcomes,” she explained.
To address this, Professor Bond calls for immediate action in the form of early identification and intervention. She suggests that central and local governments should support schools in identifying at-risk pupils early, particularly those from disadvantaged backgrounds or with SEND. Early interventions should focus on ensuring children are ready for school, feel safe and included, and engage with a stimulating curriculum.
Professor Bond also recommends that the Department for Education work to establish early screening methods, enabling schools to identify and address academic, social, emotional, and mental health needs before attendance issues escalate. She further advocates for better collaboration between schools, healthcare services, and social services to provide integrated, targeted support.
Concluding her article, she urges both national and local governments to encourage closer collaboration between various services to tackle absenteeism in a holistic and supportive way. “Multi-agency partnerships can help to uncover the root causes of absenteeism and provide tailored, individualised support for children and families,” she said.
Professor Caroline Bond’s full article, “Attending to Absence: How Can We Improve Outcomes for Disadvantaged Children?” is available for free on the Policy@Manchester website.
