Attendance advice

Supporting your child with school attendance

For some children and young people, attending school can feel challenging at times, particularly when they are experiencing anxiety or emotional distress. With the right support, understanding and early intervention, most pupils can build confidence and develop positive patterns of attendance. This is not about unwillingness to attend, but about recognising when a child may need additional help to feel safe, settled and ready to learn.

Recognising when support may be needed

Children may benefit from additional support if they:

• Show signs of anxiety or worry about school

• Experience physical symptoms such as headaches, stomach aches or nausea

• Find certain times harder, such as mornings or returning after a break

• Attend inconsistently or feel unable to stay for a full day

Recognising these early signs allows schools and families to respond proactively and positively.

How you can help at home:

• Create a calm, predictable morning routine to reduce stress before school

• Listen without judgement and acknowledge your child’s feelings (“I can see this feels hard”)

• Keep communication open and gentle—avoid pressure or punishment-based conversations

• Notice patterns (e.g. specific lessons or days) and share these with school

• Offer reassurance that worries can be managed and that support is available

Understanding the factors involved

Barriers to attendance are often linked to a range of factors. These can include:

• Feelings of anxiety or low mood

• Friendship challenges

• Academic pressure or fear of getting things wrong

• Sensory or environmental factors in school

• Changes or transitions (new year group, exams)

• Additional needs or differences in learning

Understanding these factors helps schools tailor the right support for each individual child.

How you can support your child:

• Talk through worries together and help break problems into smaller, manageable parts

• Reinforce effort rather than perfection to reduce fear of failure

• Encourage positive peer connections and discuss friendship concerns calmly

• Practise coping strategies such as breathing techniques or grounding exercises

• Prepare for transitions in advance (e.g. visiting school, reviewing timetables, discussing expectations)

• Share any relevant information with school so they can put appropriate support in place

Working together to support attendance

Positive attendance is best supported through strong relationships between home and school.

If you have concerns:

Start a conversation early
Speak to your child’s form tutor, Head of Year or pastoral team. Early communication helps prevent concerns from escalating.

Work in partnership
Schools can offer support strategies, reassurance and a sense of belonging tailored to your child’s needs.

Focus on small steps
Gradual improvements and consistent routines help build confidence over time.

What this might look like in practice:

• Identifying a “safe person” or space at break and lunch and/or using school protocols of pastoral support during lessons if your child is feeling anxious 

• Using check-ins at the start and end of the day with form tutors or a key person to provide reassurance

• Celebrating small successes, such as attending a lesson or arriving on time through form time activities and celebration assemblies

• Keeping messages about school positive and forward-looking

Early support helps children feel more secure, strengthens wellbeing, and supports regular, successful attendance.