Page 21 - SEN114 September/October 2021

School attendance
School attendance difficulties
and persistent absence
Jannine Perryman and Louise Parker Engels explore the issues surrounding school attendance difficulties and persistent absence.
The end of school holidays brings mixed feelings, whilst some welcome a return to school and work, others are bracing themselves for a return to their child‘s term time distressing mornings – refusal to get up, get dressed, to go to school, or explosive outbursts when they get home.
Perhaps they have a child who regularly attended primary school but school “refused” at secondary school, or a child who seems fine in school but has gradually reduced attendance over time, or a child who has been reluctant to attend, perhaps sometimes visibly distressed on arrival from the earliest stages of school, who doesn’t make it into school every day. All are at risk of being persistent absentees.
These children may present with tummy aches, headaches, high levels of distress or anxiety, demand avoidance, oppositional defiance, emotional dysregulation, or sensory overload. A number of these children may also demonstrate a serious decline in mental health – with potentially tragic consequences.
Are they refusing to attend school or
unable to attend?
Schools have clear, high expectations for attendance so persistent absence is a cause for concern, not only for the school and Ofsted, but for the child‘s educational outcomes. Parents report that in their experience the school response has been to focus on either attendance difficulties being due to parenting or family expectations, or on a child’s mental health as EBSA – emotionally based school avoidance - with any support available being tailored accordingly.
However recent government guidance on improving attendance makes numerous references to “barriers to attendance”. This and other relevant guidance shifts some of the focus from parenting or child mental health, to looking at the bigger picture – encouraging schools and LA’s to understand why children are struggling to attend. This suggests they may not be choosing or refusing – rather, they can’t attend without the right support when they need it.
Barriers to attendance
It is difficult to say how many children are absent due to attendance barriers, but there are government statistics to demonstrate that children with additional needs are less likely to attend school regularly. Pupils with a SEN statement or
“Encouraging schools and LA’s to understand why children are struggling to attend”
education healthcare (EHC) plan had a persistent absence rate of 24.6% – more than twice the rate for pupils with no identified SEN (9.0%).
We repeatedly see the connection between SEND needs and attendance such as these examples, which are sadly not unusual:
• ADHD, Dyslexia – diagnosed – well supported during primary school, high attainment SATS, rapidly reduced attendance on transfer to secondary. Dyslexia and ADHD diagnoses disputed, placed in lowest sets, reduced access to scribe, reader and laptop.
• Autistic, year 1 sensory processing communication
and interaction difficulties. School did not agree with parents when they reported the signs he was masking but not coping, dysregulation at home. Turned down because school reports were different to parents, serious deterioration under CAMHs, remained on reduced timetable for years.
• Autistic child, often sitting under his desk in sensory overload but apparently fine. Sensitive to noise. Expected to join music lessons with his whole class playing brass instruments.
• Child with joint hypermobility, often physically unwell and in pain but primary school HT disputed pain and didn’t follow medical advice from consultant rheumatologist.
• Child bullied physically, struggling to respond to unexpected situations. Later diagnosed with slower processing, working memory problems and a significant language disorder.
• Young person with a serious health condition, staff not informed about diagnosis assumed his absence was due to his attitude. Thought he had left so didn’t submit coursework for moderation. Insufficient qualifications to stay on at sixth form.
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