Let’s talk attendance
Language plays an important part in talking about school attendance. Here we recommend ways of framing the conversation to build a better understanding of what’s going on when a child is not at school.
Sometimes, children not attending school is called ‘school refusal’ or ‘avoidance’. Enquire do not use these terms because they place blame on the child for not being at school, rather than considering what is preventing them from attending.
Children don’t ‘refuse’ to go to school without a reason, and nobody should be expected to spend time somewhere they don’t feel safe or supported. As adults, we must identify what’s making it hard for a child to attend school. Only then can we address these barriers and put the right support in place so they can access their education.
Dos and dont’s
Below, we have suggested some dos and don’ts for approaching talking about attendance:
Do:
Be curious…
Being curious about what could be stigmatising language and reflecting on the most inclusive word choice can help to avoid labelling individuals or groups of children not at school.
Don’t:
Blame or assume…
Blaming the child or making assumptions about the reasons why they are not at school can be problematic. Often, issues at school or the child’s home life could explain why they are not attending.
Do:
Talk about space
Think about the child’s learning environment. Actively involve them in identifying what works well and what could work better to support their attendance.
Don’t:
Emphasise ASNs too much
Putting all the emphasis on the child’s additional support need as the reason for non-attendance can create a sense of othering. It also risks implying that the challenges to attendance cannot be overcome.
Do:
Focus on facts
Stick to the facts. Describe the situation accurately and avoid emotive language or attendance statistics. This helps to avoid less helpful ways of thinking about attendance that place the child at fault.
Don’t:
Reward attendance
Using language that attaches reward or incentives to high school attendance suggests the factors impacting a child’s attendance are within their control. This can cause stress and exclude children with more complex reasons for low or non-school attendance.
Examples of language
Below are some examples of language that should be encouraged or avoided.
The green cards offer positive examples of how to word or frame a conversation around attendance, while the red cards suggest approaches to avoid.
By clicking on a card you can find out more about why it is an example of good practice, or not.
High and low school attendance
This keeps the conversation based on fact.
Good and bad attendance
These words attach judgement and should be avoided.
Absent or non-school attendance
This reflects the language used at school to describe a child’s status when recording attendance.
‘Skiving’ or ‘bunking off’
These are informal terms that label a child rather than addressing the causes of non-attendance.
Children risk missing out on their right to an education
This wording prioritises children’s entitlement and access to learning. The starting point is that children’s participation and inclusion at school is fundamental.
Children with poor attendance don’t have the same education outcomes
This is deterministic language that can be stigmatising for an individual. It could have a negative impact on their lifelong view of their access to education.
What might be happening at or around school that’s making attendance difficult?
Encourages everyone to consider whether aspects of the school environment, relationships, learning or support could be affecting attendance.
Failure or refusal to attend school / school avoidance
Suggests that non-attendance is a deliberate choice by the child, without considering the reasons / factors that may be contributing.
More on attendance and language
🔗 Check out our Navigate Talking about missing school page
🔗 Visit our Navigate Talking to children about missing school page
▶️ Watch our Navigate Care experience + missing school video
▶️ Watch our Navigate video on Supporting care experienced pupils missing school
Each and Every Child uses framing research and recommendations to shift public attitudes around care and the care system in Scotland to improve the lives of people who have experience of care.
