School absence and SEND

By Emma Sanderson, Managing Director of Options Autism.

The latest figures from the Department for Education (DfE) show the continuing high absence and persistent absence rates for pupils with education, health and care plans (ECHPs) and those with special educational needs (SEN) support. ‘Overall absence rates for pupils with ECHPs has increased from 12.03% in 2022/23 to 12.06% in 2023/24, compared to 10.2% for pupils with SEN support (same as the previous year) and 6.3% with no identified SEN.’ (DfE March 2025)

Although, the persistent absence rate for pupils with ECHPs has decreased from 36.0% to 35.5%, and a 1% decrease for pupils with SEN support, (31.1% to 30.1%) and a 2.4% decrease for those with no identified SEN (18.4% to 16.8%) in real terms the statistics equate to far too many pupils missing out on their chance of an education. The cost of this on their adulthood and success in later life is immeasurable.

Conversations about school ‘refusal’ imply that pupils deliberately choose to avoid school. However, for many pupils, especially those with special educational needs, absenteeism is not a choice, rather it is the result of their educational and mental health needs being unmet. School avoidance isn’t simply a choice to miss lessons – it often indicates a much deeper distress.

Emotionally based school avoidance (EBSA) is driven by anxiety, social difficulties or other overwhelming experiences inside or outside the classroom. Without appropriate support, as a child or young person’s needs continue to be unmet, their wellbeing and ability to engage and connect with their education is eroded.

The longer a pupil is absent, the more they fall behind their peers academically, and as their connection to friendship groups fracture, the more isolated they become. This leads to an increase in the emotional challenges surrounding attending school, and motivation towards school decreases. Alongside this, the ongoing challenges within the SEND system, force many pupils out of school while their families fight local for appropriate placements or essential support. This results in long periods of missed education, making reintegration incredibly challenging. The impact on a young person’s mental health can be severe, once again creating the cycle of anxiety and emotional distress which further prevents school attendance.

High attendance is a reflection of a school environment where children feel supported, understood, and able to thrive. To create real change, the focus must be on providing schools with the resources and support they need to meet the diverse needs of all pupils, rather than penalising those who are struggling within a broken system.

Read more in Education Today: http://bit.ly/4iBhEph