02/02/2026
I’m increasingly concerned about how school attendance is being addressed. Too often, children and families are blamed for absence, when persistent absence usually signals unmet needs — anxiety, trauma, neurodivergence, disability, or experiences of school that feel unsafe or overwhelming. Punitive measures like fines rarely improve attendance and can make things worse.
What is particularly troubling is that some children are not absent by choice — they are being pushed away by systems that prioritise rigid policies over their needs. Inflexible behaviour rules, attendance targets, and a lack of reasonable adjustments can make school feel unwelcoming or unsafe. This is especially true for young people from Black, Minority, Ethnic, and Global (BMEG) communities, whose experiences are too often misunderstood or overlooked.
At HEHC, we put children at the centre of everything we do, moving away from adult-centred systems. We support children safely in their homes or local communities when challenges like anxiety, emotional distress, or unmet care needs make attending school difficult. This support isn’t just practical — it helps create routines, build emotional resilience, preserve dignity, and give children the stability they need to engage and thrive.
We also help young people to: build independence and life skills, strengthen social connections, navigate complex systems, boost confidence and self-esteem, and foster cultural identity and understanding. These approaches are informed by evidence showing that inclusive, supportive, and relational interventions increase engagement and attendance.
Improving attendance isn’t about punishment — it’s about asking whether systems are meeting children’s needs and having the courage to change them when they aren’t. When children feel safe, understood, and supported, engagement follows.
