School-level patterns of non-attendance, 2022/23 and 2023/24

School attendance has become a topic of international concern, particularly in light of the disruptions caused by the COVID-19 pandemic, which has led to long-lasting challenges in attendance (Dee, 2024; Fuller et al., 2024; Lichand et al., 2024; Tomaszewski et al., 2023). Some evidence suggests that English-speaking countries have been particularly affected (Anders et al., 2024). Analysing attendance patterns is crucial due to its well-established links with school performance and attainment (Aucejo and Romano, 2016; Gottfried, 2010, 2011; Gottfried and Kirksey, 2017; Smyth, 1999), as well as with long-term outcomes in educational trajectories (Smerillo et al., 2018; Allensworth and Easton, 2007; Liu et al., 2021; Ansari et al., 2020) and in the labour market (Ansari et al., 2020; Klein et al., 2024, Klein and Sosu, 2024; Attwood and Croll, 2017). 

We use administrative data from the AAR (Annual Attendance Report) collected by TESS (Tusla Education Support Service), which include the total number of days lost to absence in each school and the number of chronically absent students, defined as those absent for 20 or more days over the school year. The data cover the years 2022/23 and 2023/24 at both primary and post-primary level. We analyse these measures in relative terms: the proportion of chronically absent students relative to the total student population, and the average number of days lost per student. These school records are matched with publicly available data published by the DEY (Department of Education and Youth), which provides information on school characteristics. We examine variation in attendance by factors such as the school’s denomination, ethos, gender mix, size, language of instruction, level of socioeconomic deprivation (as measured by the HP Pobal Index), county, and fee-paying status.