School attendance rates have declined in Scotland and elsewhere in the world since the Covid pandemic.
The negative impact of being absent from school on children’s achievement is well documented. However, there is little research on whether school absence influences children’s career pathways after leaving school - and, if so, to what extent.
Our recent study conducted in Scotland delves deep into this, uncovering significant insights that challenge our understanding of how school absence shapes post-school destinations.
The impact of absence on life after school
The study explored the connection between school absences and the immediate labour market outcomes of upper-secondary school leavers in Scotland before the pandemic.
Unlike previous research, which mainly focused on truancy, the study examined total absences, truancy and sickness-related absences, as well as their impact on students’ post-school destinations.
The findings show that young people who were frequently absent from school had a decreased likelihood of continuing in further and higher education, but an increased likelihood of either entering employment or being classified as Neet (not in education, employment or training) up to three years after secondary school.
For example, an increase in overall absences from zero to the average level of absences in our sample (12 per cent missed days) raised the likelihood of being Neet by 40 per cent.
When looking at specific forms of absence, our study found that sickness absences and truancy have varying impacts on students’ destinations after school. Truancy primarily hinders attending further and higher education, while sickness absences not only deter further and higher education but also increase the risk of being Neet.
The study highlighted that academic achievement plays a pivotal role in the relationship between school absences and post-school destinations. For students who are absent, poorer academic performance makes them more likely to enter employment rather than further and higher education.
Interestingly, academic achievement was less influential in explaining the link between absences and the choice between further education and being Neet. This suggests that other factors, potentially long-term health conditions or disabilities, might be at play in influencing students’ Neet status.
‘Valuable insights’ for education leaders
The findings offer valuable insights for policymakers, educators and practitioners aiming to improve educational outcomes and reduce the heightened absenteeism rate after the pandemic.
First, to enhance students’ academic achievement and increase their likelihood of continuing to pursue education after leaving school, there should be targeted interventions that address the root causes of absenteeism to increase school attendance.
Providing academic support for chronically absent students can help them catch up on missed content, bridging the educational gap caused by absences.
Second, frequent sickness absences may indicate underlying health issues that could hinder students’ future participation in education and the workforce. Therefore, interventions focusing on improving students’ long-term health conditions can prevent their exclusion from education and the labour market.
Third, truancy-related absences should be addressed comprehensively by both tackling the root causes, such as behavioural issues, and providing academically focused support. This dual approach will enable students to engage in further education and participate actively in the labour market.
A range of interventions needed
The relationship between school attendance and future career paths is intricate, influenced by various factors such as academic achievement, health conditions and the type of absences.
Our study provides a comprehensive understanding of these relationships, highlighting the need for multifaceted interventions to support students and guide them towards successful educational and career pathways.
Policymakers and practitioners must take heed of these findings to develop effective strategies that reduce absenteeism and support students’ academic and health needs - and ultimately improve their chances of succeeding in further and higher education and the labour market.
By investing in these areas, we can pave the way for a brighter and more promising future for our young people.
Dr Markus Klein is a reader in human development and education policy, as well as director of research at the University of Strathclyde Institute of Education. He tweets @MKleinSoc
Professor Edward Sosu is deputy head of school (research) at the University of Strathclyde Institute of Education. He tweets @emsosu
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