What works to reintegrate pupils who are persistently or severely absent?

Background

Our goal is to create a world-class school system that ensures every child is taught a broad and ambitious knowledge-rich curriculum by highly skilled teachers, so they can achieve their potential. We need to continue to develop the evidence base around effective teaching practice and curriculum design, with teaching increasingly viewed as an applied science (akin to medicine) where evidence-based approaches are widely utilised, and skilled teachers draw upon expert support and professional communities. We also need to build our understanding of how best to replicate the success of high performing schools, and how school trusts can improve the effectiveness and efficiency of their schools, including through management of the school estate. A key part of this is building evidence on the most successful school approaches to improving attendance.

Next steps

If you would like to discuss previous, ongoing or potential research into any of the areas in this document, please contact research.engagement@education.gov.uk.

Source

This question was published as part of the set of ARIs in this document:

Df E Areas of Research Interest 2024

Related UKRI funded projects

  • Learning through disruption: rebuilding primary education using local knowledge

    This project is intended to inform public debate on how the monies committed to the Education Recovery fund (so far £1.3 billion) can best be used to support pupils in primary schools in the aftermath of the pandem...

    Funded by: ESRC

    Lead research organisation: University College London

    Why might this be relevant?

    The project focuses on exploring schools' strategies for supporting pupil learning post-disruption, which is relevant to reintegration of absent pupils.

  • The impact of COVID-19 related school closures on foundation skills in reception children.

    When primary school children return in the Autumn, they will have missed more than a term of usual school provision. The disruption may exacerbate existing inequalities in academic attainment, and potentially create new ...

    Funded by: COVID

    Lead research organisation: University of Leeds

    Why might this be relevant?

    The project investigates the impact of school closures on foundation skills in reception children, which is relevant to understanding the effects of absence on pupils.

  • An innovative app that improves the process for co-developing personalised learning/support plans to meet the special education needs of students.

    theTeacherCloud is a UK-based education technology SME led by Alan Wood (CEO/project lead), Barry Wood (CTO/technical lead), Apoorva Dixit (senior developer), David Grant (senior developer) and Betty Wood (QA testing). ...

    Funded by: Innovate UK

    Lead research organisation: THETEACHERCLOUD LTD

    Why might this be relevant?

    Partially relevant as it focuses on personalized learning plans for students with special education needs, but does not specifically address reintegration of persistently or severely absent pupils.

  • POLICIES AND PRACTICES BASED ON SCIENTIFIC RESEARCH FOR REDUCING UNDERACHIEVEMENT AND EARLY SCHOOL LEAVING IN EUROPE

    Reducing underachievement in basic skills and Early School Leaving (ESL) rates is at the core of the strategic and political priorities for the European Commission. This has become even more critical in a post-pandemic e...

    Funded by: Horizon Europe Guarantee

    Lead research organisation: NEWCASTLE UNIVERSITY

    Why might this be relevant?

    The project focuses on reducing underachievement and early school leaving, which is not directly related to reintegration of absent pupils.