Improving school attendance remains one of the biggest challenges facing schools across England. Although national attendance figures have improved since the pandemic, persistent absence continues to affect thousands of pupils and has a direct impact on learning, well-being, and future outcomes.
For school leaders, the question is becoming less about how do we improve attendance statistics? and more about what prevents some pupils from attending in the first place?
At Strategy Education, we work with schools across the UK and understand that poor attendance is rarely caused by a single issue. Family circumstances, mental health, SEND, anxiety and a pupil’s sense of belonging can all influence whether they feel able to come to school each day.
Looking Beyond the Numbers of Pupil Attendance
Attendance percentages provide useful data, but they don’t explain the story behind each absence. Two pupils with identical attendance records may have completely different reasons for missing school.
One area receiving increasing attention is Emotionally Based School Non-Attendance (EBSNA). Unlike truancy or deliberate refusal, EBSNA is driven by overwhelming anxiety or emotional distress that prevents a pupil from attending school. As highlighted by TeacherToolkit, these pupils are not choosing to disengage. Many genuinely want to attend but struggle to cope with the emotional demands of school without additional support.
Understanding this distinction changes the conversation. Rather than viewing absence purely as a behaviour issue, schools can begin exploring the underlying barriers preventing regular attendance.
Early Support Makes a Difference
The earlier concerns are identified, the greater the chance of preventing long-term absence.
Schools are increasingly using attendance data alongside pastoral information to spot emerging patterns. Rather than waiting for attendance to fall significantly, staff can ask questions such as:
- Has this pupil’s attendance changed following a particular event?
- Are absences linked to certain lessons or times of day?
- Could anxiety, SEND or well-being concerns be contributing?
- Does the pupil feel safe and connected at school?
These conversations often reveal far more than attendance figures alone.
Attendance Is a Whole-School Responsibility
Reducing absence requires more than attendance monitoring. Successful schools take a collaborative approach, bringing together teachers, pastoral teams, families, SEND staff and external agencies where appropriate.
Reintegration is particularly important. Pupils returning after prolonged absence often benefit from gradual transitions, trusted adults and consistent routines that help rebuild confidence. When pupils feel understood rather than judged, they are far more likely to engage positively with school life.
Relationships remain one of the strongest protective factors. A simple check-in, a positive conversation or a trusted member of staff can make a significant difference to a pupil who feels anxious about returning.
Creating Schools Where Pupils Want to Be
Improving attendance isn’t simply about encouraging pupils through the school gates. It’s about creating environments where they feel safe, supported and ready to learn.
Schools that invest in inclusive behaviour policies, strong pastoral care, high-quality teaching and meaningful relationships often address attendance without making attendance the sole focus.
For leaders, this means balancing high expectations with genuine curiosity about each pupil’s experience.
Attendance Starts with Belonging
Every pupil deserves to feel that school is a place where they belong. While attendance data remains an important measure, it should never become the whole story.
For some young people, particularly those experiencing emotionally based school non-attendance, the first step is not enforcement but understanding. By identifying barriers early, working closely with families and providing compassionate, consistent support, schools can help pupils rebuild confidence and reconnect with learning.
Ultimately, improving attendance is about much more than percentages. It’s about ensuring every child feels able to walk through the school gates knowing they will be welcomed, supported and given every opportunity to succeed.
