Persistent Absence in Schools Post-Pandemic [Latest 2022]

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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.

Fewer students are attending school daily.

In 2018–19, two-thirds of students attended almost every day. By 2022–23, it dropped to under half. Severe absence is rising (112,000 students), but most missed days come from the 1.3 million students in the 5–15% absence band. It is this issue AND severe absence not either that causes concern.

The real insight? Attendance patterns are split: more students are either re-establishing good habits or dropping out altogether, and these dual trends are visible in every school and every cohort.

It’s not just persistent absence that matters.

Students missing 0–15% of school time account for nearly half of all missed school days—see above graphic. Their reasons for absence often differ — such as not enjoying school — and many of these causes are within a school’s influence.

Data also confirms that even small improvements in attendance make a difference:

• From 90% to 95%: GCSE success chances double.
• From 50% to 55%: A material improvement in outcomes.
• Early patterns stick — students missing Week 1 are far more likely to become persistently absent.

Key transitions matter.

Attendance falls in Year 7, drops further in Year 8, and never fully recovers — especially for Free School Meals (FSM) students. The Department for Education suggests teachers and school leaders can tackle this crisis using five key strategies:

1. Target students missing 5–15% — the biggest hidden group.
2. Intervene early. Even one day missed in September matters.
3. Focus on belonging. Engagement beats punishment.
4. Prioritise Year 6–7–8 transitions, especially for FSM students.
5. Use peer norms. Attendance is socially contagious.

Each missed day adds up. System-wide, lost minutes equate to 1,000 full-time teachers needed to catch students up.

Reflection questions for schools:

1. What does your school’s Week 1 absence data show?
2. How many students fall into the 5–15% absence band?
3. What early warning systems are in place?
4. How does your school build belonging for Year 7s and 8s?
5. How are families and carers engaged in attendance conversations?
6. Is student feedback used to understand why they’re not attending?
7. How are FSM students’ attendance needs met at transition points?
8. Could attendance be reframed as a teaching and learning issue?
9. What CPD exists for teachers on managing attendance patterns?
10. How can teacher workload be protected while managing absence recovery?

The DfE concludes:

Teachers looking to improve outcomes, wellbeing and workload must begin with early action on attendance.

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

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