Understanding School Attendance, Educational Attainment, and Labour Market Outcomes

Pupil absenteeism has long been a challenge in the UK, especially among disadvantaged children, and this has worsened since the Covid-19 pandemic. In England, the absence rate rose from 4.3% in 2018 to 7.2% in 2024, with similar trends in Wales, Scotland, and Northern Ireland. Socioeconomic disparities in absenteeism have also widened, making it a critical focus for UK education policy. This study explores how absenteeism affects educational attainment and labour market outcomes. Absences are shown to have both short- and long-term negative impacts, with significant negative impacts on national exam performance and future employment prospects. The study finds that absences during key educational transitions, such as from primary to secondary school, are particularly detrimental. While patterns of increasing absences from early primary school onwards are the most damaging, even moderate levels of absenteeism accumulate to harm academic achievement.

Both authorised and unauthorised absences equally impact educational outcomes, though unauthorised absences are particularly harmful when they increase over time. The study also found that psychosocial factors, such as educational motivation and risky behaviours, partly explain the negative impact of absenteeism on academic success. The negative effects of absenteeism are consistent across all UK nations and sociodemographic groups, with disadvantaged students more likely to be frequently absent. The findings underscore the need for targeted interventions, such as early support systems, health screenings, and efforts to engage families and schools in addressing absenteeism. Addressing absenteeism at all school stages and across all groups is essential for improving educational and labour market outcomes and breaking the cycle of disadvantage, particularly in the post-pandemic context.

In conclusion, addressing pupil absenteeism is essential for enhancing educational outcomes and breaking the cycle of disadvantage. This study provides critical insights for policymakers and educators in the post-pandemic context, emphasizing the need for targeted, stage-specific interventions that address both authorised and unauthorised absences, while also considering the broader psychosocial factors that contribute to absenteeism.