School absence has increased since the pandemic, especially among young people with socio-emotional difficulties and those who do not like school

New research, published by the ESRI and produced in partnership with Tusla Education Support Service (TESS), uses Growing Up in Ireland (GUI) data to trace patterns of absence from 9 to 13 years of age, identifying the individual, family and school factors that contribute to school absence. Comparing 13-year-olds a decade apart shows that school absence has increased to a greater extent among young people with socio-emotional difficulties and those who do not like school.

Key findings:

What individual and family factors contribute to school absence?

• Absence rates vary significantly by social background, with higher rates among unskilled manual and non-employed families, those whose mothers have lower levels of education, families experiencing financial strain (that is, having difficulties making ends meet) and lone-parent households.

• Young people with a disability are much more likely to miss school than their peers. Young people for whom a disability emerged or was identified between 9 and 13 years tend to have increasing absence rates.

• Young people are more likely to miss school if their parents have a harsher parenting style (for example, shouting at their child rather than explaining things) and there is a lack of routine around bedtimes and breakfast.

• Experiencing adverse life events (like bereavement or addiction) is a significant predictor of school absence.

Do school and neighbourhood factors make a difference to school absence?

• There are higher absence rates in DEIS schools because of the concentration of socio-economic disadvantage in these schools.

• Schools that involve students to a greater extent in decision-making tend to have lower absence rates.

• Absence rates are higher among young people with negative attitudes to school at 9 and/or 13 years, those who have poorer quality relationships with their teachers and those who experienced bullying at age 9.

• Absence rates vary across areas; they are higher among young people living in rented accommodation and those living in areas with low social capital (that is, with lower community bonds and poorer facilities for teenagers).

How have absence rates changed since the pandemic?

• National data show higher rates of school absence in Ireland since the pandemic, as has been found in many other countries. GUI data allow us to compare two cohorts of 13-year-olds a decade apart, with Cohort ’08 making the transition to post-primary education over the pandemic. Absence rates are stable at age 9 but increase significantly among 13-year-olds post-pandemic.

• Greater socio-emotional difficulties are found among young people now than a decade earlier. This increase has played an important role in driving a growth in absence levels.

• Not liking school is also more strongly predictive of absence than previously.

Emer Smyth, co-author of the report, said: "The findings point to the range of factors that influence school absence, so policy responses need to be multi-dimensional and integrated. Schools can make a difference by fostering positive attitudes to school, greater student involvement and reducing negative teacher-student and peer interaction to enhance attendance."

Anna Moya, co-author of the report, said: "The strong association found between socio-economic disadvantage at family and area level and school absence highlights the need for broader anti-child poverty policy to bolster educational interventions. Mental health and parenting support services are also needed to assist families through challenging life events."

Áine O’Keeffe, National Service Director of Tusla Education Support Service, said: "In commissioning this report TESS set out to contribute to our understanding of the interplay of individual, family, school and community factors that impact on regular school attendance in Ireland. Through our front line teams, TESS continues to work directly with children, young people, families and schools to support improved school attendance."