The latest figures from the Department for Education suggest school absence is at a record high in England, withmore than 170,000 children being “severely absent”and missing for at least half their lessons last year.In 2023-24, the number of those who were “persistently absent” and missed 10% or more of their school sessions, was about 1.49 million, which is about one in five pupils. However, the overall absence rate decreased from 7.4% the previous year to 7.1%.Among the scores of parents who responded to a Guardian callout, the majority said their children were absent because of mainstream schools being unable to meet the needs of those who were neurodivergent. Whether they were pupils with Send, autism or other conditions, most respondents said their children felt “anxious” and “overwhelmed” by their school environment.According to the government data, children with caring responsibilities, with special needs or on free school meals continue to be absent at far higher rates than others.Jo, 53, has a 15-year-old daughter who is waiting for a diagnosis of autism and ADHD. She said she felt that not having the diagnosis was an “obstacle” to getting the support her daughter needed. “This week she’s been in school for about an hour for two days,” Jo said.Jo, who lives in Rotherham and is a single parent to two children and carer for her youngest daughter, said her 15-year-old had been absent from school for most of the past six months because of finding it “overwhelming” and “rigid”.By receiving universal credit, her daughter is eligible for free school meals though is unable to claim this because of school absences. “It’s a real struggle, but as a parent you just get on with it,” Jo added.In 2024, Jo said she received a letter from the school threatening to fine her and take her to court if her daughter did not return. “The head said it was a generic letter that is sent out after a period of absence, but my 21-year-old daughter, who is also autistic, saw it and was frightened I was going to prison.“Last week, I was told by the school that the local authority said they will consider prosecuting me. My daughter only has eight weeks left [before study leave] so we’ll be gone before we get a court date. It’s such a waste of money.”Many of the parents who got in touch said they felt school absence was partly due to the Covid pandemic and the lack of contact children had during lockdowns. This meant the transition from smaller primary schools to secondary schools with nearly 1,000 pupils left children feeling “scared” and unable to cope with the change.View image in fullscreenVicky McMunn said her daughter’s primary school was a ‘nurturing environment’ but that the move to a larger school was difficult.Photograph: Idorenyin Essien/Guardian CommunityVictoria McMunn’s 11-year-old daughter, who is autistic and has selective mutism, is one of those pupils. “She was masking to fit in but last Christmas she had a burnout and started to have panic attacks,” said the 44-year-old from North Yorkshire.She said her daughter’s primary school was a “nurturing environment” but that the move to a larger school was difficult and her daughter had been absent since February. “Having different teachers and hundreds of pupils moving around several times a day was too much – she wouldn’t cross the school’s threshold. If she was an adult I think she would be signed off work,” said McMunn, a worship leader in an Anglican church.To accommodate her daughter, McMunn has reduced her working week from four days to half a day but said she was lucky to be financially supported by her husband, who is a church minister. After a two-year wait, her daughter now has an EHCP. “It’s all come a bit too late to make a difference,” said McMunn.Other parents said chronic health conditions, including long Covid, had made it nearly impossible for their child to attend school regularly. Some parents have deregistered their children or are providing them with an education otherwise than at school (EOTAS).For Liz in Hitchin, Hertfordshire, long-term illness has meant her 13-year-old daughter has found it difficult to attend school regularly for the past five years. “She’s missed out on so many things,” Liz said.Her daughter’s attendance was about 30% but gradually declined because of health issues. The teenager has since been diagnosed with myalgic encephalomyelitis (ME) and postural tachycardia syndrome (PoTS).skip past newsletter promotionSign up toFirst EditionFree daily newsletterOur morning email breaks down the key stories of the day, telling you what’s happening and why it mattersEnter your email addressSign upPrivacy Notice:Newsletters may contain info about charities, online ads, and content funded by outside parties. For more information see ourPrivacy Policy. We use Google reCaptcha to protect our website and the GooglePrivacy PolicyandTerms of Serviceapply.after newsletter promotionWith an EHCP, her daughter has funding for EOTAS and does online school at home. “As a former senco [special education needs coordinator] it makes me furious to hear about long-term absence and not recognising the reasons for it,” said Liz, 46, who now co-owns a children’s bookshop.“To say it’s just holidays during term-time or other unauthorised absence is really belittling. There’s a lot of children who are actually just sick and not getting better.View image in fullscreenSonoko Obuchi felt that moving out of a large city could help some children.Photograph: Sonoko Obuchi/Guardian Community“Schools just aren’t set up to get the best out of these children and sometimes make it worse. Parents need to know there are alternative pathways that can do just as much good, it doesn’t have to be just mainstream school.”Some parents felt their schools were supportive and understanding about their situation, whereas others felt “ignored”. However, nearly all agreed that a lack of resources and funding were the main reasons children were missing out on an education. Others, such as Sonoko Obuchi, felt that moving out of a large city could help.Obuchi moved with her husband and two children from London to Derbyshire four years ago after her son refused to go to school at the beginning of 2021. “He came out as transgender at the same time he didn’t want to go to school,” said Obuchi, 42, who is a freelance designer.For three and a half years, her son, who is autistic, stayed at home and had one-to-one tutoring. In September 2024, he returned to school and Obuchi said they feel really supported. “We’ve been really lucky. Schools are already stretched but ours were patient and didn’t fine us for his absence.“It can be really isolating for children who are away from school, but the help we received helped bridge the gap between the worst days and trying to get my son back into an education setting.”This article was amended on 24 March 2025 to remove an incorrect statement that a diagnosis is needed to apply for an education, health and care plan.
‘They will consider prosecuting me’: parents on why their children are missing school – and the consequences
TruthLens AI Suggested Headline:
"Record High School Absences in England Linked to Support Gaps for Neurodivergent Students"
The Guardian
7.0
TruthLens AI Summary
Recent data from the Department for Education reveals alarming trends in school attendance in England, with over 170,000 children classified as 'severely absent'—missing at least half of their lessons last year. The 2023-24 academic year saw approximately 1.49 million children marked as 'persistently absent,' indicating that roughly one in five pupils missed 10% or more of their school sessions. While the overall absence rate showed a slight decrease from 7.4% to 7.1%, many parents attribute their children's absenteeism to mainstream schools' inability to cater to neurodivergent needs. Parents have reported that their children face heightened anxiety and feelings of being overwhelmed within the school environment, particularly those with special educational needs (SEN), autism, or other conditions. Some parents, like Jo from Rotherham, have expressed frustration, stating that their children have suffered from school absence due to a lack of support and understanding from the educational system, leading to threats of legal action for non-attendance. Jo's daughter, awaiting a diagnosis of autism and ADHD, has struggled to attend school regularly, highlighting the systemic issues faced by families dealing with neurodivergence.
The challenges surrounding school attendance are further compounded by the aftermath of the COVID-19 pandemic, which has left children feeling anxious about transitioning to larger secondary schools. Parents like Victoria McMunn have shared similar stories of their children, who thrived in smaller, nurturing primary school settings but found the shift to larger institutions overwhelming. Chronic health conditions, such as long Covid and other debilitating illnesses, have also contributed to increased absence rates. Many parents have turned to alternative education methods, including deregistration and home education, to accommodate their children’s needs. Despite some schools showing support, the consensus among parents is that inadequate resources and funding continue to hinder effective educational support. As families navigate these challenges, there is a growing recognition of the need for alternative pathways that can provide better educational outcomes for children who struggle in traditional school settings.
TruthLens AI Analysis
The article highlights the concerning issue of school absenteeism in England, reflecting a broader societal challenge regarding educational accessibility for children with special needs. The narrative presented through parents' experiences sheds light on the struggles faced by families navigating the education system, particularly for children who are neurodivergent.
Purpose of the Article
The primary aim is to raise awareness about the difficulties that families encounter due to systemic inadequacies in schools. By showcasing personal stories, the report seeks to evoke empathy and understanding from the public and policymakers about the challenges that neurodivergent children face in mainstream educational settings.
Public Perception
This article aims to foster a perception of urgency and concern regarding the rising rates of school absenteeism. It highlights the emotional toll on families, suggesting that the educational system is not adequately supporting vulnerable children, which could lead to public outcry for reform.
Potential Concealments
There may be underlying issues being obscured, such as the adequacy of funding for schools and the effectiveness of current educational policies. By focusing on personal anecdotes, the article might downplay broader systemic problems that require more complex solutions.
Manipulative Elements
The article employs emotional storytelling, which can be seen as a manipulative technique to garner sympathy. While the concerns raised are valid, the framing may lead readers to focus solely on the emotional aspects rather than considering the multifaceted nature of educational policy.
Truthfulness of the Report
The statistics provided, along with the personal accounts, lend credibility to the article. However, the selection of voices and experiences may introduce bias, as it primarily represents the perspectives of parents struggling with specific challenges rather than a comprehensive overview of the issue.
Societal Implications
The report could influence public opinion regarding educational reform, potentially leading to increased advocacy for better support systems for neurodivergent students. This, in turn, could pressure policymakers to allocate more resources to special education and mental health support in schools.
Targeted Communities
The article resonates primarily with parents of neurodivergent children and advocates for educational reform. It seeks to engage those who are concerned about mental health and educational equity, creating a sense of solidarity among affected families.
Economic and Political Impact
While this article may not have a direct impact on stock markets, it highlights an area of social concern that could influence government spending on education. Increased attention to these issues may lead to policy changes that affect funding allocations in the education sector.
Global Context
The topic of educational absenteeism is relevant worldwide, particularly in discussions about inclusivity and accessibility in education. As countries grapple with similar challenges, this report reflects a broader trend of seeking equitable educational opportunities for all children.
AI Involvement
There is a possibility that AI tools were used for data gathering or analysis, particularly in compiling statistics. However, the emotional tone and personal narratives suggest a human touch in the writing process, likely aimed at enhancing reader engagement.
Conclusion on Reliability
While the article presents a valid concern and is based on factual data, its emotional framing may lead to a somewhat skewed representation of the issue. The reliance on personal stories, while powerful, could detract from a more comprehensive analysis of the educational system's challenges.