A recent study conducted by the University of Leeds revealed that children who are not deemed “school ready” by their teachers are more than twice as likely to exhibit persistent absenteeism during their academic journey.
Examining data from 62,598 children aged 5-13 in the Bradford district, researchers compared it with school absence records from 2012/2013 to 2019/2020. The goal was to uncover connections between early childhood challenges and absenteeism.
An analysis by the School of Psychology and the Born in Bradford Centre for Applied Education Research unveiled that 67% of persistently absent children with attendance below 90% were considered “not school ready” at the start of reception. In contrast, only 37% of children who were “not school ready” did not exhibit persistent absenteeism.
The study, recently published in the Royal Society Open Science Journal, suggests that absenteeism tendencies take root early in a child’s life. The existing school readiness assessments employed by teachers could help pinpoint children at risk of continual disengagement from the educational system.
Dr. Megan Wood, the lead author and a post-doctoral research fellow in the School of Psychology, emphasized the significance of school attendance for children to thrive academically, emotionally, socially, and physically. She pointed out the concerning rise in school absenteeism, especially exacerbated since the onset of the pandemic.
In the UK, absenteeism poses a substantial challenge for school officials and policymakers. Data from the 2022/23 autumn term revealed that nearly a quarter of pupils missed at least 39 half-day sessions, categorizing them as “persistent absentees” due to an attendance rate below 90% as per the UK Department for Education.
Over time, the number of children classified as “persistently absent” has increased, particularly between 2017-18 and 2020-21, with recent figures largely influenced by the Covid-19 pandemic impact, prompting an official inquiry by the UK Government’s Education Committee.
The urgency to comprehend the factors leading to absenteeism is evident, as researchers advocate for early identification of children at risk of disengagement from the schooling system before it escalates.
In England, school readiness assessments involve teachers using a three-point scale to evaluate a child’s performance across various developmental areas. Children rated as ’emerging’ in early learning goals are considered not school ready.
The research team posits that parental engagement levels might play a role in the relationship between school readiness and absenteeism. Actively engaged parents may better prepare their children for the learning environment, fostering a sense of enthusiasm for learning that carries through their educational journey.
Alternatively, the absence of school readiness might signal underlying needs, such as neurodivergence or unmet mental health issues, making the school environment challenging for these children.
Professor Mark Mon-Williams from the University of Leeds highlighted the severity of the school absence crisis and its far-reaching consequences. The evidence underscores school absenteeism as a significant risk factor for future health problems, emphasizing the necessity for early intervention and tailored responses.
Socioeconomic factors, measured by eligibility for free school meals, were identified as a key risk factor for persistent absenteeism. Additionally, ethnicity played a role, with children of Pakistani heritage showing lower odds of persistent absenteeism compared to White British children.
Dr. Wood stressed the importance of preventative measures to avert school disengagement, advocating for the early identification of children in need of additional support before issues arise.
The research team calls for policymakers to encourage the use of available data in schools to identify and support students requiring extra assistance to stay engaged with education, aiming to foster growth and development for all pupils within society.
Furthermore, the researchers highlight the need for further exploration into early interventions or support systems that may effectively address persistent absenteeism, signaling intentions for future studies in this area.
