Persistent Absence in Colleges Put up-Pandemic
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Why are so many youngsters lacking college throughout England?
The hyperlink between attendance and attainment continues to be very sturdy after the pandemic – even after we account for pupils’ underlying traits.
The Division for Schooling just lately shared new attendance knowledge, displaying a seismic post-pandemic shift in class attendance patterns. It’s now clear that the largest loss in attendance isn’t from the severely absent — it’s from college students lacking the odd day right here and there.
I found that extra college students skip college on Fridays and that this absence can have an effect on lifetime earnings.
Fewer college students are attending college every day.
In 2018–19, two-thirds of scholars attended nearly daily. By 2022–23, it dropped to below half. Extreme absence is rising (112,000 college students), however most missed days come from the 1.3 million college students within the 5–15% absence band. It’s this challenge AND extreme absence not both that causes concern.
The true perception? Attendance patterns are break up: extra college students are both re-establishing good habits or dropping out altogether, and these twin tendencies are seen in each college and each cohort.
It’s not simply persistent absence that issues.
College students lacking 0–15% of college time account for practically half of all missed college days—see above graphic. Their causes for absence typically differ — akin to not having fun with college — and lots of of those causes are inside a college’s affect.
Knowledge additionally confirms that even small enhancements in attendance make a distinction:
- From 90% to 95%: GCSE success possibilities double.
- From 50% to 55%: A fabric enchancment in outcomes.
- Early patterns stick — college students lacking Week 1 are way more prone to turn out to be persistently absent.
Key transitions matter.
Attendance falls in 12 months 7, drops additional in 12 months 8, and by no means absolutely recovers — particularly for Free College Meals (FSM) college students. The Division for Schooling suggests academics and faculty leaders can deal with this disaster utilizing 5 key methods:
- Goal college students lacking 5–15% — the largest hidden group.
- Intervene early. Even in the future missed in September issues.
- Concentrate on belonging. Engagement beats punishment.
- Prioritise 12 months 6–7–8 transitions, particularly for FSM college students.
- Use peer norms. Attendance is socially contagious.
Every missed day provides up. System-wide, misplaced minutes equate to 1,000 full-time academics wanted to catch college students up.
Reflection questions for colleges:
- What does your college’s Week 1 absence knowledge present?
- What number of college students fall into the 5–15% absence band?
- What early warning methods are in place?
- How does your college construct belonging for 12 months 7s and 8s?
- How are households and carers engaged in attendance conversations?
- Is pupil suggestions used to grasp why they’re not attending?
- How are FSM college students’ attendance wants met at transition factors?
- May attendance be reframed as a instructing and studying challenge?
- What CPD exists for academics on managing attendance patterns?
- How can instructor workload be protected whereas managing absence restoration?
The DfE concludes:
Academics trying to enhance outcomes, wellbeing and workload should start with early motion on attendance.
The hyperlink between attendance and attainment could be very nonetheless sturdy after the pandemic – even after we account for pupils’ underlying traits.
