England and Wales currently face a significant school attendance crisis. Nearly one in five pupils are now missing at least 10% of their school days, according to a recent report. Alarmingly, school staff themselves express little faith in the system’s ability to address this worsening situation.
Many teachers admitted they would consider taking their own children on term-time holidays. This preference stems from a belief that the experiences gained could outweigh time spent in school, especially when considering cost savings. One teacher remarked that a holiday might be ‘worth more than a week in school in January.’
Schools often employ a strict approach to tackle absences, including issuing fines. However, evidence from focus groups suggests many educators share the same skepticism as parents regarding the effectiveness of these penalties. The report, compiled by youth charity Impetus and Public First, gathered insights from teachers in low-income areas.
Crucially, some staff view fines as damaging to trust. They argue such measures can undermine the essential relationships needed to re-engage pupils and their families with education. For instance, a senior leader noted, ‘We’ve just broken a relationship between a family that we want to get into school’ by sending a penalty notice.
Official figures show a record 492,825 penalty notices for unauthorised absences were issued in England during 2024-25. This marks a sharp increase compared to pre-pandemic levels. Researchers previously highlighted a ‘seismic shift’ in attitudes towards attendance since Covid-19, with some parents no longer valuing full-time school presence as much.
Meanwhile, the children’s commissioner recently warned about tens of thousands of ‘hidden Neets’ – young people not in education, employment, or training. Analysis indicates approximately 42,000 16- and 17-year-olds in English colleges attend less than half the time. These individuals often miss targeted interventions because they are not counted in Department for Education attendance figures.
Teachers and school leaders also report increased difficulties in their roles. They point to gaps in mental health support for struggling students, unmet special educational needs, and a shortage of social workers. Consequently, schools often become ‘one-stop shops’ for various external issues, diverting resources from core teaching.
Interventions perceived as most effective, such as building relationships, mentoring, and home visits, are also the most demanding. One staff member noted these efforts consume ‘a lot of adult hours.’ Therefore, addressing the pervasive school attendance crisis requires collaborative, sustained efforts beyond the school gates.
Susannah Hardyman, CEO of Impetus, emphasised that teachers cannot resolve the attendance crisis in isolation. She explained that the problem represents ‘a wider crisis of disengagement’ driven by factors often beyond the control of school staff.
