Voices from the Classroom - Understanding how secondary schools support pupils returning from absence
27 March 2025
Maintaining high levels of pupil attendance, particularly in mainstream secondary schools, has become an increasingly complex challenge. Levels of overall and persistent absence (those pupils missing 10% or more of school sessions) remain substantially higher than pre-pandemic levels, despite considerable policy efforts to improve attendance.
This project aimed to understand what schools with good or improving attendance figures are doing to support pupils returning to school after absence. It also explored the key factors for a successful return and pupils’ views about the impact and effectiveness of school interventions.
Drawing on administrative data, we purposively selected case-study schools that had either maintained above-average attendance rates before and after the pandemic or had shown improvements in absence rates post-pandemic. The project involved semi-structured, in-person interviews and focus groups with staff and pupils from nine state-funded secondary schools. In total, we spoke to 11 senior leaders, 11 senior attendance champions or pastoral leads, and 85 pupils. Interviews and focus groups were conducted from November to December 2024.
In addition to the case-study visits, we included three questions in NFER’s Teacher Voice survey. This survey, administered in November 2024, received responses from 606 secondary teachers and leaders.
Key Findings
- Key drivers of absence: Amongst our case study schools, illness, mental health challenges and term-time holidays were the most common reasons pupils missed school.
- Academic and social pressures can be a source of pupil anxiety: For some pupils this led to absence and/or made it more difficult for them to return to school due to concerns about catching up on missed schoolwork and re-engaging with peers.
- Flexible support strategies were used for reintegration: Schools reported using a ‘toolbox’ of tailored interventions, including pastoral support, one-to-one check-ins, and lesson catch-up, and adapted their approach based on pupil needs and attendance policies.
- Personalised support was valued by pupils: Pupils valued staff check-ins and support catching up on missed work but found some attendance practices unhelpful.
- A positive school environment was felt to make a difference: Encouraging rather than punitive approaches, alongside wraparound pastoral support and inclusive policies, fostered a culture of belonging and attendance.
- Strong relationships matter: Building positive, trusting relationships with pupils and parents and carers was felt to be essential for improving attendance and supporting reintegration after absence.
- Accessing external support services was challenging: Schools reported struggling to access local authority and child and adolescent mental health services (CAMHS) support, increasing the pressure to provide these services in-house.