The statistics reveal that pupils attended 93.07% of possible school sessions during 2025/2026, giving an overall absence rate of 6.93%. Persistent absence, which applies when a pupil misses 10% or more of their possible sessions, was 19.05%. The good news is that the absence rate remains below the figures reported for the 2023/2024 school year, although remains broadly the same as 2024/2025.
A worrying statistic is that almost one in five pupils was persistently absent during the latest academic year. The same set of statistics reveals substantial differences in absence between primary, secondary and special schools, and between pupils with and without identified special educational needs.
Comparing pupil absence over three academic years
When comparing school attendance statistics, it is noteworthy that the Department for Education updates historical figures when schools amend their registers, and attendance records become more complete. An earlier year’s figures quoted in a later release may therefore differ from those originally published for that year.
The comparison I have prepared below uses the data release specifically published for each academic year. The earlier releases generally rounded their figures to one decimal place, while the 2025/2026 release gives some figures to two decimal places.
| Academic year | Attendance | Overall absence | Authorised absence | Unauthorised absence | Persistent absence |
| 2023/2024 | 92.8% | 7.2% | 4.7% | 2.5% | 20.7% |
| 2024/2025 | 93.1% | 6.9% | 4.5% | 2.3% | 18.7% |
| 2025/2026 | 93.07% | 6.93% | 4.52% | 2.41% | 19.05% |
Differences between school types
These National figures conceal important differences between school settings. In 2025/2026, the overall absence rate was:
- 31% in state funded primary schools
- 57% in state funded secondary schools
- 19% in state funded special schools
Persistent absence was 13.90% in primary schools, 24.21% in secondary schools and 36.25% in special schools.
The reasons for these variations are influenced by different factors. For example, a pupil in a special school is likely to have significant health, care or transport needs. A secondary school pupil may experience anxiety, disengagement, relationship difficulties, behaviour challenges or issues connected with moving from primary education.
Illness remains a significant cause of absence
Illness caused much of the variation in absence during 2025/2026. Illness absence increased from around 1.9% at the beginning of the academic year to a peak of around 4.7% in the week beginning 1 December 2025. It rose again at several points and reached 4.5% during the exceptional hot weather in June 2026.
Parents will naturally keep a child at home when the child is too unwell to attend. Improving attendance does not mean sending an unwell child into school. It may be possible to improve school attendance by following the school’s reporting procedure, providing accurate information and seeking support if health related-absence becomes frequent or prolonged.
Where a medical condition affects attendance, it is sensible for parents to discuss the position with the school. Support may involve pastoral staff, the special educational needs coordinator, healthcare professionals or the local authority. It may also be helpful to agree how the child will maintain contact with school, and how a safe and sustainable return will be managed.
Special educational needs and attendance
The 2025/2026 figures show a substantial attendance gap for pupils with special educational needs. This will not surprise most readers. The overall absence rate was 13.64% for pupils with an Education, Health and Care Plan and 10.07% for pupils receiving special educational needs support. For pupils with no identified special educational need, the rate was 5.80%.
This pattern has been consistent over the last three years. In 2024/2025, the corresponding rates were 13.7%, 10.6% and 6.0%. In 2023/2024, they were 13.3%, 10.9% and 6.5%.
Reasons for poor attendance are likely to be multifactorial, being due to a combination of unmet needs, sensory pressures, anxiety, challenging behaviour, medical conditions, school transport or an unsuitable educational environment.
The Government’s February 2026 paper, Every Child Achieving and Thriving, links attendance with inclusion, belonging and engagement. It also says that children with special educational needs and disabilities should be able to attend their local mainstream school and have their needs met by appropriately trained staff.
Female and male pupils
The difference in absence between female and male pupils was small. In 2025/2026, overall absence was 6.97% for female pupils and 6.89% for male pupils.
In 2024/2025, the rates were 6.9% and 6.8% respectively. In 2023/2024, they were 7.3% and 7.1%.
Unauthorised absence and term time holidays
The unauthorised absence rate was 2.41% in 2025/2026, compared with an authorised absence rate of 4.52%.
One important cause of unauthorised absence is a family holiday taken during term time without permission. A term time holiday will not usually be regarded as an exceptional circumstance that justifies an authorised absence. The school, rather than the parent, decides whether an absence can be authorised. If permission is not granted, the absence is likely to be recorded as unauthorised and could lead to a penalty notice. It is important that parents are aware of term-time holiday fines and the impact on their child’s education.
With that in mind, before making holiday bookings, parents should:
- Check the school’s attendance policy
- Speak to the school before booking
- Explain any circumstances they believe may be exceptional
- Provide information requested by the school
- Seek advice promptly if there is a dispute about how absence has been recorded
The causes of school absence are not limited to those matters I have addressed, but can, in part, also be explained by local events, religious holidays and broken weeks.
Government action to improve attendance
This Government and its predecessor have sought to improve school attendance. The statutory guidance, Working Together to Improve School Attendance, sets out the responsibilities of schools, academy trusts, governing bodies, local authorities and parents. It emphasises early support for pupils who are persistently or severely absent, or at risk of becoming so. The guidance also explains the legal interventions available where support has not succeeded, has not been engaged with or is inappropriate.
The Government has also focused on communication with families. Its guide for schools on communicating with parents about attendance was updated on 19 August 2026, in readiness for the new school year, with additional material to help families restore routines and address anxieties before pupils return.
I consider this guidance helpful. It recommends schools use practical and personalised communications. Schools are also encouraged to avoid blame, focus on the child’s learning, friendships and sense of belonging, to support children and their improve attendance.
I am already looking forward to receiving data for the forthcoming academic year, in August 2027, to read whether the Government’s latest guidance and schools’ application of that guidance leads to improved school attendance.
Doyle Clayton’s Education team advises parents and pupils on attendance and connected issues. Visit our Education pages for further guidance on school attendance, special educational needs, Education, Health and Care Plans, exclusions, complaints and other matters affecting children’s education.
