A new evidence review, co-led by the Royal College of Psychiatrists’ National Collaborating Centre for Mental Health (NCCMH) and Public Mental Health Implementation Centre (PMHIC), found that strong communication and engagement between schools and families is the most effective way to improve school attendance. Given the close link between poor attendance and mental health difficulties, the findings provide important insights for schools, families and policymakers.
School absence across the UK remains a significant public health concern, and persistent absence has risen sharply since the COVID-19 pandemic, with absence rates remaining high in some areas. Poor attendance is not only associated with lower educational attainment, but also with poorer health, wellbeing and developmental outcomes.
The evidence review, published in the Journal of Epidemiology & Community Health, analysed findings from 61 randomised controlled trials conducted across Australia, Canada, New Zealand, the UK and the USA, to identify the interventions most effective at improving attendance among primary and secondary school pupils.
The research was proposed by the Dyfodol programme at the Royal College of Psychiatrists and Professor Ann John from the Population Mental Health Consortium and Swansea University, in response to the Welsh Government identifying school attendance and absence as a key priority.
The research team, co-led by Jessica Barrett from the NCCMH, on behalf of PMHIC, found that communication between schools and families had the strongest evidence for improving attendance. These interventions included parental engagement initiatives, such as text messages, emails and other activities designed to strengthen communication and relationships between schools and families.
Mentoring programmes showed some potential for improving attendance, but the evidence supporting their effectiveness was less conclusive. Other interventions, including meal provision schemes, behavioural programmes and attendance incentive schemes, showed mixed or limited evidence of effectiveness.
Jessica Barrett, joint first author on the review, said,
“Every day a child misses school is a missed opportunity to learn, build relationships and develop confidence. We know that attendance, wellbeing and educational outcomes are closely connected, making absence a concern for schools, families and communities.
“Our findings show that there are many ways to improve attendance, reflecting the numerous reasons why children are absent. Schools can play an important role in addressing attendance by strengthening relationships with students, parents and guardians, and by tailoring support to individual needs.”
The review provides a clearer understanding of which interventions are most effective in improving school attendance. It also offers valuable evidence to inform policy, guide practice and strengthen efforts to reduce school absence across the UK.
Ollie John, Head of the Dyfodol programme, said:
"Missing school is not just a missed lesson; it can have profound lifelong consequences for young people. As attendance rates in Wales continue to lag behind pre-pandemic levels, we can’t rely on blanket measures or one-size-fits-all solutions.
“Sustainable improvement in Wales will only come from listening to families, understanding the complex factors driving absence and delivering targeted, evidence-based support where learners need it most. This must be a key focus for the Welsh Government."
‘Interventions to improve school attendance: a systematic review and meta-analysis of evidence from randomised controlled trials’ by Strelitz, Barrett, Elango et al., was published in the Journal of Epidemiology & Community Health. https://doi.org/10.1136/jech-2025-225671
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