The short version
- Frontline educators express doubt that the current school system can effectively resolve the ongoing attendance crisis in England and Wales.
- Many teachers believe that occasional term-time holidays hold more value for students than strict daily attendance, particularly in low-income areas.
- The Children’s Commissioner warns of a significant number of hidden disengaged youth who are not captured in official government statistics.
A growing sense of skepticism among educators in England and Wales suggests that the current approach to student attendance may be failing to address the root causes of disengagement. According to a three-year research program involving focus groups with school staff, many teachers do not believe the existing system is equipped to handle the scale of the crisis. Nearly one in five children are now missing at least ten percent of their schooling, a figure that has risen significantly since before the pandemic. Despite this, frontline staff report that they share similar doubts as parents and students regarding the efficacy of strict attendance mandates and financial penalties.
The research, conducted by the youth charity Impetus and polling firm Public First, highlights a disconnect between policy enforcement and classroom reality. Teachers from schools in low-income areas, where more than a quarter of pupils qualify for free meals, described the effort to chase down absences as relentless and often counterproductive. Some educators admitted that if they were not bound by their professional roles, they would take their own children on term-time holidays because it would be more cost-effective. This sentiment reflects a broader view that a single holiday experience might hold greater developmental value for a child than a week of schooling during the winter months.
The reliance on financial penalties has intensified in recent years, with a record number of penalty notices issued to parents for unauthorized absences in the 2024-25 academic year. This represents a sharp increase from pre-pandemic levels. However, school leaders argue that these fines often damage the trust necessary for re-engaging families. Senior staff noted that issuing a penalty notice can alienate parents, breaking the relational bridge that schools need to cross to support struggling students. The focus groups indicated that while some view fines as a necessary tool, many believe they undermine the softer, more effective interventions such as mentoring and home visits.
Compounding the attendance issue is a significant gap in official data regarding young people who are not in education, employment, or training. The Children’s Commissioner has warned that tens of thousands of these individuals are hidden from view because they remain enrolled in colleges but attend less than half the required time. An analysis of college groups across England suggests that approximately 42,000 sixteen- and seventeen-year-olds fall into this category. These students face the negative consequences of disengagement without receiving targeted interventions, creating a blind spot in government efforts to track youth welfare.
The crisis is further exacerbated by systemic pressures outside the direct control of school staff. Teachers report that gaps in mental health support, unmet special educational needs, and a shortage of social workers have turned schools into catch-all agencies for various social issues. Senior leaders expressed frustration that children requiring specialist provision are placed in general classrooms without adequate external support from services such as Child and Adolescent Mental Health Services. This lack of capacity in external agencies leaves educators feeling overwhelmed and ill-equipped to address the complex needs of their students.
Researchers emphasize that the most effective strategies for improving attendance are also the most resource-intensive. Building relationships, conducting home visits, and providing individualized mentoring require substantial adult time and effort. Staff described these tasks as very time-consuming, noting that they divert resources from other educational priorities. The report suggests that without addressing the wider pressures on families and students, schools cannot solve the disengagement crisis alone. The findings point to a need for a more holistic approach that goes beyond punitive measures to address the underlying social and economic factors driving absenteeism.
The shift in attitudes toward attendance appears to be a lasting change rather than a temporary post-pandemic fluctuation. Concerns persist that some parents no longer view full-time school attendance as essential, reflecting a seismic shift in how education is valued within communities. As absence rates remain significantly higher than pre-2019 levels, the debate over how best to support students continues. The evidence suggests that a return to strict enforcement without addressing the relational and systemic failures may not be sufficient to re-engage the growing number of disaffected young people.
Moving forward, the challenge lies in balancing accountability with support. While the government has maintained a hardline stance on attendance, the voices from the classroom suggest that trust and relationship-building are critical components of any successful strategy. The report calls for a recognition that the crisis is driven by factors often beyond the control of school staff. Addressing these broader issues will require coordinated efforts across multiple sectors, including health, social care, and education, to ensure that no young person slips through the cracks of the system.
Sources behind this briefing
Go to the original reporting
- The Guardian World↗Teachers say holidays in term can be worth more than time in school
