Creating Value In Schools
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The research report Relationship between mental ill health and absence in students aged 13 to 16 explores evidence that pupils with mental health conditions are more likely to be absent from school. The report finds a strong correlation between poor mental health and authorised absence. The impact of personal wellbeing on attendance is less clear, but there is evidence that enjoyment of school and liking teachers makes students more likely to attend.
The government is investing in mental health support teams to work with pupils, in recognition of rising mental health challenges and the connection with attendance.
Prior to the pandemic, approximately 1 in 10 students were persistently absent, but this has now risen to 1 in 5 in 2023/24. There’s also a marked rise in mental health problems: NHS data from 2023 shows that 21% of 8- to 16-year-olds have a probable mental health problem, which is an increase of 7 percentage points since 2017 (see report page 6).
Poor attendance is linked to poor attainment, which can have lifelong consequences. School attendance is also a protective factor; for example, it can reduce the likelihood of students getting involved in risky behaviour (see page 10). Schools can help promote resilience too.
The aim of the report is to try and provide evidence around the link between mental health and absence from school.
The report draws on data from longitudinal studies and uses causal statistical techniques – see the section in the report on methodology for more detail. The report authors acknowledge that there are limitations with the data used, as it’s pre-covid and also before the rise in smartphone usage – more research is needed (see page 55).
The report found that:
See pages 7-8 of the report for more key findings.
The report doesn’t have a clear set of recommendations, but we can draw suggestions from the findings.
Across all measures of mental health and wellbeing, liking one’s teachers, not experiencing bullying, abstaining from cannabis, and generally enjoying school were strong predictors of better mental health and wellbeing. These findings suggest that positive social environments and a sense of safety and satisfaction within the school setting are contributing to students' mental health and wellbeing. Liking teachers may indicate positive student-teacher relationships, which can foster a supportive learning environment and enhance students’ enjoyment of school. (Page 35)
It is important to equip parents, teachers, and students with the resources they need to identify if a student is struggling with mental health and – once someone has been identified – provide them with the resources they need to be supported or seek help… It would also be beneficial to understand what the implications of sending students with poor mental health to school are… we need to examine how attending school might impact students struggling with mental health issues and also how schools can better support those struggling with poor mental health to attend where appropriate. (Pages 54-55)
The DfE has announced an investment in mental health support in schools, promising that 900,000 more pupils will benefit from the rollout this year, with six in 10 children to have access to a mental health support team by March 2026.
Priority will be given according to NHS identification of local need with a focus on the most vulnerable children.
The support teams are made up of specialists who offer a range of help to identify and tackle issues early on, from group sessions to build children’s resilience to one-to-ones helping to manage anxiety.
The government is aiming to recruit an additional 8,500 mental health workers across children and adult mental health services to reduce delays and provide faster treatment.
