How Missing School Impacts Education and Outcomes
Nuffield Foundation
An independent charitable trust: we fund research that changes people’s lives
The next research article in our #BackToSchool series looks at the impact of #SchoolAbsence on students' education and outcomes.
School Absence remains alarmingly high since COVID-19, with the overall absence rate around 7%, and 1 in 10 pupils persistently absent in 2023/24.
This equates to 1 missed day of school per fortnight on average, which has serious long-term implications.
Source: Markus Klein & Edward Sosu slides from Nuffield Foundation event
?? Further #NuffieldFunded research by Lee Elliot-Major OBE suggests COVID-related #LearningLoss will lead to only 4 in 10 pupils achieving Grade 5 or above in English and Maths GCSEs by 2030, down from 45.3% in 2022/23.
Read the full report here:
There are clear patterns in absence data. Rates are higher in secondary than primary schools, and higher still in special schools. In secondary schools, pupils from disadvantaged backgrounds are nearly 2 times as likely to be persistently absent.
Source: FFT Education Datalab research
Research we funded from Markus Klein and Edward Sosu shows the long-term consequences of missing school. Just 5 days of absence at age 10 increases the likelihood of being out of the labour market between ages 30-42.
Their final report was published this week.
You can read the full report, here: https://shorturl.at/QWZqy
And an executive summary, here: https://shorturl.at/zTUge
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Here's the project page too:
Schools like those led by Daniela Grasso show it’s possible to buck the trend. Despite challenging circumstances, with 50% of pupils on Free School Meals and over 30 languages spoken in her school, attendance was not badly affected by the pandemic.
Key practices:
??? Consistent school day
?? Providing devices
?? Twice-daily registration
?? Follow-ups on absences
?? Small group work
?? Marking lessons
Hear her speaking at at our event, here:
Addressing school absence requires a "whole system rethink " as Anna Feuchtwang , Chief Executive of National Children's Bureau , explained at our recent event. We need to tackle the systemic causes rather than focusing on isolated interventions.
Interested in exploring these issues further? Watch our #SchoolAbsence event, or read a summary, here:
Interested in other issues facing schools? Check out our #BackToSchool research articles:
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2 个月All of these studies appear to work from the premise that schools are the only place to get an education. The scaremongering caused by messages like 'Every Day Counts' and stating as fact that time 'lost' from school means no chance of future employment, and therefore a wasted life is not only totally untrue but also incredibly unhelpful for most. This kind of motivation (debatable) only works for those that are able to make the necessary changes. When it is the education system itself that is preventing a child from accessing their education, presenteeism won't improve their outcomes (and there is a LOT of data to prove that it actually causes deep harm and trauma) Our education system is broken and in need of a completely new approach. What our kids learn, how they learn it and how they are judged as successes or failures hasn't changed for decades.
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2 个月“Just 5 days of absence at age 10 increases the likelihood of being out of the labour market between ages 30-42.” Please ensure you’re reporting on the granular detail of this research which states a different headline that isn’t so generalised or sensationalist. What the research showed was that 5 days absence aged 10 where the reason for absence was illness in childhood, there was a 0.622 statistical increase in likelihood of employment difficulty at 42. There was no statistical increase of unemployment where the reason for the absence was truancy. That is not the same as stating 5 days absence aged 10 = guaranteed unemployment for all children when they reach the age of 30. Responsible reporting is essential here. Additionally, I’d be interested to understand peer review of original British Pupil Cohort 1970 study as methodology based on subjective recall from teachers marking paper registers in 1970 when interviewed 30 years later is potentially problematic, to say the least.