The SEND Attendance Challenge:

Why Current Government Initiatives Fall Short for SEND Students

The UK government’s recent initiatives to tackle school absenteeism, driven by the Department for Education’s (DfE) updated attendance guidance, are sparking debate, particularly regarding their impact on students with Special Educational Needs and Disabilities (SEND).

Although these policies are intended to reduce absenteeism and improve academic outcomes, parents and advocates argue that the “one-size-fits-all” approach falls short for SEND students who often face unique challenges, such as mental health concerns or limited access to adequate support.

Current Government Initiatives on Attendance

The DfE’s updated guidance, which includes measures like daily attendance data sharing, increased use of attendance hubs, and penalties for unauthorised absences, is part of a national campaign titled “Moments Matter, Attendance Counts.”

While these measures underscore the importance of consistent attendance, critics say they do not sufficiently consider the barriers that many SEND students face. This standardised approach can place undue pressure on families navigating complex needs​

The Children's Commissioner for England, among other advocates, has highlighted that SEND students with Education, Health, and Care Plans (EHCPs) are more likely to experience attendance difficulties due to unaddressed needs, leading to both authorised and unauthorised absences​

The Parliamentary Education Committee also found that a lack of mental health resources and delayed support for SEND students contribute significantly to absenteeism, recommending a more compassionate approach with an emphasis on support over penalties​.

The Challenge for SEND Families

For many SEND families, navigating the attendance guidelines can be overwhelming. Current policies may result in fines or increased scrutiny, especially when schools fail to offer appropriate support for mental health and SEND-related needs.

The Education Committee has recommended implementing a mental health absence code to help schools better understand and support students with mental health challenges, rather than penalising families who cannot access timely services​

A Call for SEND-Specific Attendance Policies

Critics advocate for policies that directly address SEND students’ needs, with several solutions proposed:

• Integrating Attendance Goals into EHCPs

Advocates, including the Children’s Commissioner, suggest integrating attendance targets into EHCPs, allowing students to have realistic, tailored goals that reflect their unique circumstances. This approach can help students reintegrate into school environments at a manageable pace, providing additional support where necessary.

• Implementing a Mental Health Absence Code

A dedicated code for mental health absences would allow schools to track absences related to mental health without penalising families, while ensuring that students receive appropriate interventions. This would be particularly helpful for SEND students who face mental health challenges as part of their conditions​

• Expanded Attendance Mentorship Programs

Attendance mentors, currently piloted in areas with high absenteeism, could be made more widely available to help SEND families manage attendance issues. These mentors work directly with students and their families to identify and overcome barriers to attendance​

• Flexible Attendance Policies

Policies should allow schools to apply flexibility in attendance expectations for SEND students. This would enable schools to adapt attendance goals to each student’s individual needs, ensuring that students are not penalised for issues beyond their control​



Moving Toward a Compassionate Attendance Framework

The DfE’s focus on attendance is driven by a desire to improve educational outcomes, but for SEND students, a more flexible and compassionate approach is crucial. Effective attendance policies should account for the unique needs of SEND students, supporting rather than penalising those who face legitimate challenges. By adapting attendance policies, the government can help create a more inclusive education system that recognises the diversity of student needs and circumstances.

Further Reading

For additional insights into the SEND attendance challenge and government policies, you can explore these resources:

• Whole School SEND: Key Changes in the New DfE Attendance Guidance
  
• UK Parliamentary Education Committee Report on SEND Attendance Support
  
• Children’s Commissioner for England on SEND Attendance Goals
  
• Leeds for Learning: DfE Attendance Campaign
• Local Government Lawyer: Updated School Attendance Guidance