A comprehensive review of 61 studies across five countries reveals that schools enhancing communication with families and implementing targeted mentoring are more effective at increasing student attendance than blanket policies or campaigns, particularly post-pandemic.
A new review of randomised trials suggests that schools are more likely to lift attendance when they work closely with parents and offer targeted mentoring, rather than relying on blanket penalties or generic campaigns.
Published in the Journal of Epidemiology & Community Health, the analysis pulled together 61 studies from Australia, Canada, New Zealand, the United Kingdom and the United States. The authors focused on primary and secondary school pupils, along with parents, guardians and teachers, to compare which attendance measures actually shifted behaviour.
The clearest gains came from parental engagement, especially where schools improved communication with families. Mentoring also showed consistent benefits, particularly for younger children, although the improvements were modest. Other approaches, including social and emotional learning, behaviour-focused programmes and support for higher-risk pupils, showed some promise, but the evidence was thinner and less certain.
Jean Strelitz, a co-lead author and research fellow in population mental health at the Institute of Psychiatry, Psychology and Neuroscience, said the review arrived at a time when attendance has still not recovered fully after the pandemic. She said persistent absence is a public health concern because it is linked with weaker developmental and behavioural outcomes.
Ann John, senior author of the review and a professor at Swansea University, said persistent absence can limit future opportunities and hit disadvantaged children hardest. She argued that the findings support approaches that recognise the many reasons children miss school, rather than treating absence as a problem with a single fix.
Jessica Barrett, another co-lead author from the National Collaborating Centre for Mental Health at the Royal College of Psychiatrists, said schools can make a difference by strengthening relationships with pupils and families and tailoring support to individual needs. The review also says more UK-based trials are needed to guide policy as attendance continues to trend down in some areas.
Disclaimer: This content is for informational purposes only and is not intended to be a substitute for professional medical judgment, advice, diagnosis, or treatment.
