Introduction

In March 2025, the Carnegie School of Education at Leeds Beckett University published “The Crisis in School Attendance” — a thoughtful exploration of England’s ongoing attendance challenge.

Their post argues that the so-called “attendance crisis” cannot be solved by enforcement alone. It is, they suggest, a reflection of wider social change, family pressures, and the shifting relationship between schools and communities since the pandemic.

At Attendance Matters, we share their view that attendance is deeply human and cultural — and we want to add our own perspective on what this means for schools and families today.

Key Points from Leeds Beckett

The Carnegie team notes that attendance should be viewed through a contextual and relational lens.

“The causes of low attendance are rarely simple, and responses that rely on punishment or fines alone risk deepening disengagement.”
(Leeds Beckett University, Carnegie Education Blog, March 2025.)

Their post calls for:

• Greater understanding of the underlying causes of absence
• A focus on relationships and emotional safety
• Collaboration between schools, families, and services rather than isolated enforcement

This perspective aligns with a growing body of research — from the Education Policy Institute, FFT Education Lab, and the DfE — showing that persistent absence correlates strongly with disadvantage, mental health, and SEND.

Our Commentary: The Purpose of School Revisited

Leeds Beckett are right to remind us that education has always meant more than exams or curriculum targets.
Schools exist to develop young people as whole individuals — academically, socially, and emotionally. They teach cooperation, empathy, and resilience, not just subject knowledge.

In that sense, nothing about this is new. What has changed is the mentality shaped by the pandemic.

For almost two years, it became normal — even responsible — to learn from home. Pupils adapted to digital lessons, and parents witnessed learning unfold through a screen. For many, that period subtly redefined what “attendance” means.

Now that restrictions are gone, a quiet question remains:

If it was acceptable to learn remotely then, why isn’t it now?

The answer isn’t just about rules; it’s about rebuilding the shared understanding of why school matters. Being physically present at school offers something that cannot be replicated online — the spontaneous conversations, group learning, social interaction, and sense of belonging that form a child’s wider education.

To improve attendance, schools may need to re-articulate this value — to explain why coming in is worth it, not just why missing out is a problem.

Moving the Conversation Forward

The Leeds Beckett piece contributes meaningfully to a wider debate: attendance is not only a metric but a reflection of how young people experience education itself.

As national guidance tightens on attendance expectations, the human story must not be lost.
Schools, trusts, and local authorities face the challenge of combining policy consistency with empathy and support — ensuring that attendance improvement is driven by inclusion, not fear of sanction.

Attribution and Fair Use Notice

This article comments on and quotes from “The Crisis in School Attendance,” published March 2025 by Leeds Beckett University’s Carnegie School of Education. Quotations are reproduced under UK fair dealing provisions for commentary and review. All rights remain with the original author and publisher.