The struggle of children attending school is weighing heavily on families and educational systems, particularly illustrated by the case of a twelve-year-old named Hannah from Scotland. Hannah represents a growing demographic of children who are increasingly absent from school, a trend that is alarming to educational experts and parents alike. Her experience reflects a deeper societal challenge that goes beyond skipping school—an emotional and psychological barrier that prevents many children from successfully navigating the school environment.
From the onset of her education, Hannah faced significant difficulties. Reports highlighted that she was often upset and exhibited extreme anxiety, compelling her school to call her mother, Ashly, to pick her up daily. This distress escalated to a refusal to attend school by primary four, where she would take off her uniform, cry, and scream. Experts identify that this issue transcends mere truancy; a sharp increase in student anxiety is crippling many children’s ability to enter school buildings. Following the COVID-19 pandemic, the problem intensified, revealing that children like Hannah are still struggling with anxiety to the extent that full-time attendance seems insurmountable.
Current statistics indicate a concerning trend in Scotland, where one in three pupils are persistently absent. These figures resonate deeply with parents like Ashly, who tried everything to encourage Hannah to attend school regularly. A significant number of students experience anxiety rooted in the chaotic nature of school life, where overwhelming sensory input and social situations can feel insurmountable, especially for neurodivergent students. With Hannah being autistic, Ashly highlighted that her daughter felt unsafe in such bustling environments.
To combat these challenges, Ashly and Hannah sought support from Quarriers, a charitable organization that provides assistance for children facing similar issues. The introduction of a trained support worker into their lives marked a pivotal turning point for Hannah. Beginning with small engagements—spending time with Hannah in a quieter setting, focusing on crafts—this interaction built a crucial foundation of trust and familiarity. Over nearly two years, this support worker made a remarkable difference, enabling Hannah to progressively confront her fears. The slow but steady integration into school life culminated in her attending secondary school classes almost every day, easing the distress that once paralyzed her.
Despite the marginal improvements in attendance rates, overall school attendance still lags behind pre-pandemic statistics. Data from the Scottish government shows that more than 31% of over 700,000 pupils missed 10% or more of the school year, equivalent to at least 19 days of missed instruction. Persistent absences rose from around 19-22% before COVID-19 to an alarming 40% by the 2023/2024 school year. This trend highlights a growing educational crisis, emphasizing the necessity for targeted interventions and support systems to assist families dealing with educational anxieties.
Barry Syme, Glasgow’s lead educational psychologist, commented on the emerging factors contributing to school absences, such as rising mental health concerns. The strain felt by families—exacerbated by economic pressures—has also been observed to affect children significantly, as they absorb these stresses. Profound issues like poverty, mental health dilemmas, and a need for additional support reveal larger systemic problems that need addressing.
Colin Simpson, who oversees the Quarriers project, noted the tremendous benefit of providing individual support to families facing non-attendance challenges. With hundreds awaiting assistance, the demand for such help is increasingly evident. He asserts the critical role of time, energy, and a trustworthy bond in facilitating a child’s return to school.
Educational research stressing the long-term implications of school absence underscores the urgency of these challenges. Professor Edward Sosu from the University of Strathclyde warns that lost school time could have irrevocable consequences later in life, asserting that the impact of missing just a handful of school days can resonate through one’s future by affecting qualifications and employment opportunities.
This multi-layered dilemma surrounding school attendance is a call to action for families, educators, and policymakers alike. Collective efforts are needed to not only recognize and address the psychological barriers but also to provide robust and accessible systems of support to ensure every child has the opportunity to engage fully in their education, ultimately paving the way for brighter futures.
