Researchers from Leeds University’s School of Psychology and the Born in Bradford Centre for Applied Education Research analysed data for 62,598 children aged from five- to-13 from across the Bradford district.
In the UK, absenteeism is a major concern for school leaders and policymakers, with data from the 2022/23 autumn term showing that nearly a quarter of all pupils missed at least 39 half-day sessions.
According to the Department for Education, this means they are considered a ‘persistent absentee’ with attendance below 90 per cent.
Researchers used the EYFS Profile assessments in England, which are carried out at the end of the academic year when children turn five, to gauge school readiness. They involve teachers using a three-point scale (emerging, expected, exceeding) to assess children's development in the Early Learning Goals, across seven areas of learning and development.
Children’s development is assessed at the end of Reception in the EYFS Profile and is deemed to be emerging, expected, or exceeding in relation to the ELGs. Children who are ‘emerging’ in any of these areas of development are considered as not being ‘school ready’.
Researchers compared EYFS Profile assessments with school absence records between the academic years 2012/2013 and 2019/2020 to identify associations between early childhood problems and absenteeism.
Their findings showed that 67 per cent of all persistent absentees with attendance below 90 per cent did not meet the goals. The figure for persistent absence was much lower among those who did meet them, at 33 per cent.
The researchers believe their findings, which are published in the Royal Society Open Science Journal, show that the seeds of absenteeism are sown early in childhood and that school readiness measures already used by teachers could identify children at increased risk of poor school attendance.
Lead author Dr Megan Wood, a post-doctoral research fellow in the School of Psychology, said, ‘School is where children develop and flourish, academically, emotionally, socially, and physically.
‘However, as a society, we are edging towards a school absence epidemic, with many pupils missing out on opportunities to thrive by not attending every day. This has worsened dramatically since the pandemic.’
The researchers said potential explanations for the relationship between school readiness and absenteeism could be due in part to the engagement levels of parents, with those who are more engaged better preparing their children for the learning environment, resulting in children who are more excited to learn. Such parental engagement may continue throughout the child’s school journey, in the form of helping with homework and ensuring children arrive at school ready to learn.
Alternatively, not being ‘school ready’ may be indicative of underlying needs, such as neurodivergence or mental health issues that are not currently being met, making school difficult for these children.
Co-author, Mark Mon-Williams, Professor of Psychology at the University of Leeds, said, ‘There is a school absence crisis and the long-term consequences for the UK are frightening. The UK's future depends on a well-educated and healthy workforce and the evidence shows clearly that school absence is a major risk factor for poor health in later life.
‘This research shows that we need to act early and how we can identify children at risk before they disengage with school. It also highlights that there are many reasons why children are absent, and suggests we need evidence-based responses tailored to individual circumstances to address the crisis.’
The researchers found that socioeconomic circumstances, measured by eligibility for free school meals, were a major risk factor for persistent absence.
Ethnicity was also found to be associated with persistent absenteeism, with children of Pakistani heritage having significantly lower odds of becoming a persistent absentee compared to children of White British heritage.
