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Persistent Absence in Schools Post-Pandemic


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Empty desks in the classroom. Quarantine. The class is empty.

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Ross Morrison McGill founded @TeacherToolkit in 2007 and is widely recognised as one of the leading influencers in education in the UK and across the world. In 2015, he was named among The Sunday Times/Debrett’s 500 Most Influential People in Britain for his impact on...
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Why are so many children missing school across England?

The link between attendance and attainment is still very strong after the pandemic – even when we account for pupils' underlying characteristics.

The Department for Education recently shared new attendance data, showing a seismic post-pandemic shift in school attendance patterns. It’s now clear that the biggest loss in attendance isn’t from the severely absent — it’s from students missing the odd day here and there.

I discovered that more students skip school on Fridays and that this absence can affect lifetime earnings.

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Posted in Basic Account, Behaviour, Department for Education, Students (Tips for)Tagged attendance, Cognitive Science, Covid, Department for Education, DfE data, Education Policy, FSM students, Neuroeducation, Pandemic, persistent absence, school absence, School Improvement, Secondary schools, Student Engagement, student wellbeing, teacher strategies, teacher workload, transition, truancy, Year 7 transition

2 thoughts on “Persistent Absence in Schools Post-Pandemic”

  1. lrawlings says:
    30th July 2025 at 12:20 pm

    EBSA is such a rising concern. Often, it is parental attitudes and their mental own health issues which is part of the reason for school absence.
    Last year, so many more pupils were taken out of school to be “educated” at home.
    A real concern!

    1. @TeacherToolkit says:
      1st August 2025 at 11:07 am

      Yes, it is. I read the statistics last night for home education, and it is increasing.

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