School absence among pupils with social, emotional and mental health (SEMH) needs is twice as high as among those with no identified special educational needs or disabilities (SEND), and is increasing at a higher rate, research shows.
The Education Policy Institute (EPI), which has published the findings, says they show the need for more investment in mental health services in schools.
EPI’s analysis is based on government pupil absence data for mainstream and special schools for the autumn term 2022.
It finds that pupils with SEMH needs experienced a 2.5-day increase in absence on average between autumn 2019 and 2022, missing an average of 9.4 days over the autumn term this academic year.
Meanwhile, pupils with no identified SEND missed 4.5 days in autumn 2022, up by 1.4 days.
The EPI also recommends that schools “should be better supported to identify pupils who might benefit from early intervention and provide targeted support, learning from the experience of the nine new Attendance Hubs”.
In addition, mental health support teams in schools need “greater investment”, the think tank adds.
Last month it was revealed that just 53.5 per cent of secondary schools and 26.6 per cent of primary schools will be served by mental health support teams (MHSTs) by the end of 2024.
The EPI says more investment is needed “so schools across the country can employ mental health professionals, whilst recognising that schools cannot be expected to fill the void left by wider services such as Camhs [child and adolescent mental health services], children’s social care, youth services and early help for families also struggling to keep up with demand”.
Call for more support to reduce school absence
In the autumn term of 2022 pupils with an education, health and care plan (EHCP) were absent for 8.4 days on average, while those with SEN support were absent for 6.8 days, according to the EPI.
And pupils with profound and multiple learning difficulties, who entered the pandemic with the highest levels of overall absence (at 11.1 days in the autumn term of 2019), continued to have the highest absences by autumn 2022 (13.1 days).
Autistic children have seen an average increase of 2.2 days of absence during that time, rising to 7.4 days.
The report also warns that the patterns of absence “appear to be widening underlying inequalities for vulnerable groups, whose education has suffered the most in the wake of the pandemic”.
Disadvantaged pupils were absent for 7.1 days during the 2022 autumn term, compared with 4.1 days experienced by their non-disadvantaged peers.
Last year the disadvantage gap at GCSE rose to its highest level in 10 years.
A Department for Education spokesperson said: “Attendance rates since the pandemic have improved and the vast majority of children are now in school and learning. But we remain focused on ensuring no child falls through the cracks.
“We recently announced an expansion to our attendance hubs and attendance mentors programme and are also working closely with schools, trusts, governing bodies and local authorities to identify pupils in need of additional support.
“On top of this our SEND and AP improvement plan, Mental Health Support Teams and senior mental health leads, are all working to support pupils with more complex needs.”
