Pupil wellbeing and increased persistent absenteeism: An investigation

This project will investigate the complex causes of persistent absenteeism in English secondary schools.

Why this project is important

Persistent absenteeism – defined as pupils missing more than 10% of school sessions – has doubled in English secondary schools since the COVID-19 pandemic, affecting over a quarter of pupils in 2022/23. Recent increases in absenteeism have coincided with a decline in pupils’ wellbeing. However, there is a critical gap in understanding the complex causes of persistent absence and the extent to which wellbeing might be driving changes in attendance. As a result, solutions to school attendance issues, and the extent to which they should focus on improving pupil wellbeing, are not clear.

What it will involve

The research team aims to address these gaps by exploring absence patterns and changes since the pandemic, investigating the impact of pupil wellbeing relative to other factors, and identifying potential solutions from national and international evidence to improve attendance.

The research will be completed in four stages:

1. Develop a high-level Theory of Change, informed by a rapid evidence-review and interactive workshop session with the project’s strategic advisory board.
2. Analyse English absence data – National Pupil Database and ECHILD – to identify patterns and predictors of absenteeism. This will consider the factors that influence transitions into and out of different absence clusters and compare pre- and post-pandemic periods.
3. Conduct in-depth case studies in 10 secondary schools, including interviews and focus groups with staff, pupils, and parents/carers.
4. Deep dive into the policy context of six jurisdictions to consider whether international approaches could be applied in England. Desk reviews of policy documentation will be complemented by interviews with in-country experts.

How it will make a difference

Findings will be shared with key stakeholders, including policymakers, school leaders, and education organisations. Outputs will include accessible summaries for educators and interim reports to inform policy discussions.