This report by the Nuffield Foundation and the University of Strathclyde looks at the role of absenteeism in shaping educational attainment and labour market outcomes in the UK. It addresses knowledge gaps by examining short- and long-term effects, the impact of absences at different school stages, typical absence trajectories, reasons for absences, and the role of psychosocial factors.
Pupil absenteeism is a long-standing issue in the UK, particularly among disadvantaged children. The overall absence rate in England increased from 4.3% in 2018 to 7.2% in 2024. Similar trends have been observed across Wales, Scotland, and Northern Ireland. Socioeconomic disparities in absenteeism also widened post-pandemic.
Absenteeism will likely have long-term effects on educational attainment and labour market outcomes, as early-life skills and dispositions influence long-term outcomes. In other words, school absence is a key vulnerability that can trap young people in a cycle of poorer educational and labour market outcomes.
The mechanisms by which absences affect attainment are likely multifaceted. Absenteeism can impact psychosocial factors such as risky behaviour and educational motivation, with consequences for academic achievement. The relationship between absenteeism and outcomes may also differ by sociodemographic group (e.g. gender, socioeconomic background).
This study aims to contribute to understanding the role of absenteeism in shaping educational attainment and labour market outcomes in the UK.