Missing School, Missing Support: How Mental Health Influences Student Absenteeism

By Jodie Jasmin | Assistant Psychologist

In recent years, schools across England have faced a growing challenge: rising rates of student absenteeism. The 2023/24 academic year saw a significant increase, with one in five students missing at least 10% of their school sessions. This trend has sparked concern among educators, policymakers, and mental health professionals alike. At the same time, the mental health of young people has deteriorated sharply. According to NHS data, 21% of children aged 8 to 16 now experience a probable mental health problem—a dramatic rise from previous years.

These parallel trends raise an important question: is poor mental health contributing to school absences? A new research report by Dr Megan Arnot, based on data from the Longitudinal Study of Young People in England (LSYPE2), offers compelling evidence that the answer is yes. The study reveals that mental health challenges are not only associated with absenteeism but are a causal factor—particularly in authorised absences.

What the Research Found

The study followed over 7,000 students aged 13 to 16 and used rigorous statistical methods to explore the relationship between mental health and school attendance. Unlike previous research that relied on simple correlations, this analysis employed causal inference techniques, allowing for a deeper understanding of how psychological distress affects attendance.

Students who reported higher levels of psychological distress, measured using the General Health Questionnaire (GHQ-12), were significantly more likely to miss school. This relationship was especially strong for authorised absences—those approved by schools, often due to illness or other legitimate reasons. The findings suggest that poor mental health leads to students missing school with the knowledge and consent of parents and school staff, rather than through truancy or disengagement.

Interestingly, the study found that personal wellbeing indicators—such as life satisfaction, happiness, and anxiety—did not reliably predict school absence. These measures, drawn from the Office for National Statistics’ ONS4 wellbeing scale, appeared to reflect short-term emotional states rather than persistent mental health issues. As a result, their relationship with absenteeism was weak and inconsistent.

The research also highlighted the influence of social and demographic factors. Students from disadvantaged backgrounds, including those eligible for free school meals or with special educational needs, were more likely to be absent. Household composition played a role as well, with children from single-parent or non-parent households showing higher rates of absence. In contrast, students who reported enjoying school and having positive relationships with their teachers were less likely to miss sessions. Experiences of bullying and cannabis use were also linked to poorer mental health and increased absenteeism.

Authorised Absence: A Hidden Signal?

One of the most striking insights from the study is the role of authorised absences in masking mental health struggles. While unauthorised absences are often the focus of school attendance policies, this research suggests that authorised absences may be a more accurate indicator of underlying mental health issues. Students experiencing psychological distress are more likely to be absent with permission, often under the guise of physical illness.

This raises important questions about how schools record and respond to absences. Currently, absence records do not distinguish between physical and mental health reasons, which means that the true extent of mental health-related absenteeism may be underestimated. By recognising authorised absences as potential signals of mental health challenges, schools can take a more proactive approach to supporting students.

What Can Schools and Parents Do?

The findings underscore the importance of early identification and intervention. Students who begin to miss school—even at low thresholds—are at risk of developing persistent absenteeism patterns. Recognising the signs of mental health struggles early can help prevent these patterns from becoming entrenched.

Creating a positive school environment is also crucial. The study found that students who enjoy school and have strong relationships with their teachers are less likely to be absent. This suggests that fostering a sense of belonging and connection within the school community can act as a protective factor against both mental health issues and absenteeism.

Parents and educators should work together to support students’ mental health, not only through formal interventions but also by promoting open communication, reducing stigma, and encouraging help-seeking behaviours. Schools should ensure that mental health education is embedded throughout the curriculum and that staff are trained to recognise and respond to signs of distress.

Looking Ahead

It’s important to note that the data used in this study were collected before the COVID-19 pandemic and before mental health education became mandatory in schools. Today’s students face a different landscape, shaped by social media, academic pressure, and the lingering effects of pandemic-related disruptions. Future research should explore how these factors influence the relationship between mental health and attendance.

In particular, there is a need to understand when mental health begins to affect school attendance and how schools can intervene effectively. Research should also examine the impact of attending school on students with mental health challenges, balancing the benefits of education with the need for appropriate support.

Final Thoughts

This research provides a compelling case for rethinking how we approach school attendance. Mental health is not just a background issue—it is a central factor influencing whether students show up, engage, and thrive. Authorised absences may be a silent signal that a student is struggling, and recognising this can open the door to timely support and intervention.

As we continue to address the challenges of absenteeism, we must look beyond attendance records and ask deeper questions about wellbeing, belonging, and resilience. Supporting mental health in schools is not just about reducing absence—it’s about helping every student feel seen, supported, and ready to learn.

References

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