As schools reopen after the summer break, the headlines and the government return to a familiar theme: attendance. Education Secretary Bridget Phillipson recently suggested that children who miss the first week of term risk “starting badly.” The implication is clear: absence is a problem of discipline and compliance.
But that view risks oversimplifying a complex issue. Children rarely miss school because they or their families have made poor choices. More often, they are struggling with environments that feel unsafe, overwhelming, or disconnected from their needs. When absence is treated purely as a matter of compliance, we risk punishing the symptom while ignoring the cause.
Beyond Compliance: “I Can” and “I Will”
In our earlier post, Attendance Reimagined , we explored two essential dimensions of attendance:
- “I Can”: a child’s capacity to attend, grounded in psychological safety, trusting relationships, clear routines, and environments that reduce stress rather than add to it.
- “I Will”: a child’s motivation to attend, nurtured by belonging, friendship, purpose, and daily successes.
When more than a million pupils are persistently absent, that is not evidence of widespread non-compliance. It is a signal that our system isn’t consistently creating the conditions where children both can and will attend.
Practical Steps for Schools This September
While national policy may lean towards enforcement, schools on the ground can take a different approach: building environments that welcome children back and foster belonging. The first weeks of term are critical for this:
- Safety first: predictable welcomes, calm transitions, and reassuring routines.
- Relationships matter: prioritise connection through check-ins, play, and reconnection before academic demands.
- Agency and purpose: involve pupils in shaping class norms or co-designing early projects.
- Celebrate progress: recognise small steps, especially for children who return with anxiety or previous struggles.
A Better Question
Instead of asking, “How do we enforce attendance?” as the government framing suggests, schools might find more impact in asking:
- What makes our classrooms feel safe and inviting?
- How can we adapt our routines for diverse needs?
- What support do families genuinely need during times of difficulty?
Towards Belonging
Every child deserves an education that nurtures both learning and wellbeing. When schools become places of safety, value, and connection, attendance rises as a natural outcome — not as a forced one.
This September, perhaps the strongest message we can send is not about penalties or compliance, but about welcome: You are safe here. You matter here. This is a place where you can thrive.
For further ideas, see:
