Inequality gap widening may be due to absence levels for vulnerable groups

A new blog from the Education Policy Institute (EPI) has examined the data released by the Government regarding absence in the autumn term 2022. The statistics released back in May were the highest on record in three key areas: overall absence, persistent absence (>10% of sessions missed) and severe absence (>50% of sessions missed). The EPI blog reports on the data in more depth and has found that:

• Absence is far higher among vulnerable groups
• There is a clear link between mental health needs and higher pupil absence
• Among ethnic groups, Gypsy, Roma and Traveller pupils have the highest absence
• Absence increases as children and young people get older

The groups most affected by absence were those that had issues pre-pandemic and this increase in absence may be adding to the widening gap in educational outcomes. The two groups that stand out here are disadvantaged pupils and those with special educational needs. Absence was worse for those with an EHCP than those on SEN support. Though this represents double the number of missed days for those with an EHCP and 20% more missed days for those on SEN support compared to their peers. The gap for disadvantaged pupils was almost double that for those non-disadvantaged and was equivalent to one week missed per term. 

The EPI come up with a number of conclusions and actions namely:

• Schools should be providing early intervention and support for those it knows may be more at risk, those with a history of absence, suspensions or exclusions, and work with the Attendance Hubs and develop more inclusive school policies
• The strength of the link between socioeconomic disadvantage and absence underlines the central role in alleviating child poverty.
• Mental health and anxiety has been a recurrent theme in the understanding of persistent absence, co-locating Mental Health Support Teams in schools is a positive first step, however the current coverage is 28% and is only projected to reach 35% by April 2024. 
• More investment is needed and understanding that schools cannot fill the gap left by wider services such as CAMHS, social care, youth services and early help as they struggling to meet demand.