Children Who Miss School Are at a Significantly Increased Risk of Mental Ill Health, Research from the ONS and the University of Loughborough Shows

In a dimly lit living room, fourteen-year-old Liam sits quietly on his couch, scrolling through social media. He has missed school for three consecutive days. Meanwhile, his mother paces the floor, torn between concern for his mental health and the frustration of an education system that seems to overlook his needs. Liam’s story is no outlier; research from the Office for National Statistics (ONS) and the University of Loughborough reveals that children who miss school are facing alarming mental health risks. Missing just one day of school each week doubles the likelihood of mental ill health, elevating it from 2% to 4%. Yet the cycle of absence and mental distress seems almost inescapable.

Absence is Becoming Normalised

The increasing frequency of school absences among children has prompted serious concern among educators and researchers alike. Charlotte O’Regan, Senior Schools Engagement Manager at the Sutton Trust, explains, “Poor mental health and school absence appear to be closely linked, especially for children facing additional disadvantages, such as those with Special Educational Needs and Disabilities (SEND) or those growing up in poverty.”

For many families, the choice to keep children at home is not made lightly. She elaborates, “Mental ill health can make school feel overwhelming, forcing families to choose between the protective factors it offers, such as routine and peer support, and the risk of further harm.” However, as societal pressures mount and support systems fail to keep pace, an unsettling trend is emerging: missing school is becoming the new norm for a growing number of students.

Severe Absenteeism on the Rise

Data indicates a concerning increase in what is termed “severe absenteeism,” where children are present just half of the time or less. While the rates of “persistent absence” (defined as 10% or more absence) have seen a decline, the situation for severe absentees—those missing 50% or more of their schooling—remains grim. The ONS predicts that one in ten severe absentees will encounter mental health issues.

The challenges contributing to such absenteeism encompass:

• Exhaustion and burnout from academic pressures.
• Lack of motivation due to disengagement.
• A preference for online interactions over face-to-face engagement.

According to Susannah Hardyman MBE, Chief Executive of Impetus, “Young people have told us that going to school is now a choice—decided each morning depending on their mood or circumstances.” She advocates for rethinking the rigid structures that define modern schooling, stating, “School too often feels pressured and exam-driven.”

London’s Growing Crisis

In London, attendance rates, while still above the national average, are beginning to decline. Disturbingly, the capital has seen a decrease in overall attendance figures, marking it as the only region in England exhibiting this troubling trend. In comparison, the national average for absence sits at 6.6%, an increase from the pre-COVID figure of 4.7%.

The youth struggle appears particularly pronounced among disadvantaged groups. As noted in a recent report by Impetus, many students weigh their attendance against competing priorities: mental wellbeing, familial obligations, or the pursuit of online engagement. Hardyman emphasizes, “For young people from disadvantaged backgrounds, these challenges are magnified. They are already missing school at a higher rate and facing challenges in academic achievement.”

Strategies for Improvement

Addressing this growing crisis necessitates urgent action from educators, policymakers, and the community. Recommendations from organizations like Impetus and the Sutton Trust include:

• Prioritizing social time to foster relationships among students.
• Promoting enrichment activities that enhance engagement.
• Listening to community challenges to devise tailored solutions.
• Ensuring mental health support is embedded in schools with adequate funding.

O’Regan insists on the importance of immediate action, asserting that mental health interventions must be readily available to prevent disengagement from education, particularly for those in disadvantaged socio-economic situations. “Simplifying access to support and identifying at-risk students early will be crucial,” she states.

The Department of Education has been approached for comments regarding the issues raised, particularly about the management of school absence and support measures for mental health.

The criticality of addressing the intersection between school absence and mental health cannot be overstated. Liam’s journey—like that of many children—illuminates the urgent need for systemic change. As the shadows of missed classrooms loom larger, it becomes clear that supporting our children means not only ensuring their attendance in school but also actively nurturing their mental wellbeing.

Source: www.swlondoner.co.uk