AEP Conference - Barriers to Education Seminar - Overview of Barriers and the WARMTH Framework

Oct 22, 2026

Upload by Ezra

AEP Conference seminar examining barriers that drive persistent absence from education and proposing practical responses through the WARMTH Framework. The session highlights rising absence rates in recent academic years, with particular impact on secondary schools, disadvantaged learners, and young people with neurodivergence, mental health needs, or SEND. Key insights show that educational psychologists (EPs) spend substantial time supporting attendance, contribute to local guidance, and work directly with school staff, other services, and families. It also invites reflective local activities under wellbeing, affirmative practice, relational approaches, partnership, timely response, and holistic support.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

The aims of the session

Why are we talking about this?

Key insights

What is the relevance for EPs?

How did we get here?

What can we do?

Activity 1: what is going well?

Barriers to Education & the WARMTH Framework Andy Smith (Creative Director, Spectrum Gaming) Rachel Lyons (Deputy Principal Educational Psychologist) Shannon Hatton-Corcoran (Educational Psychologist) In partnership with: Caroline Bond (University of Manchester), Kirsteen Wilshere (Independent Social Worker), Hanna Venton-Platz (Clinical Psychologist), Anna Veal (neurodivergent parent of neurodivergent children), Bobbie Gilham (admin and parent of a neurodivergent child), Mel Jones (PEP, Staffordshire EPS) and James Wood (PEP, Wiltshire EPS) and many more. The aims of this session Why are we talking about this? Persistent absence rates hit 22.3% for academic year 22-23 (DfE data indicates this has doubled since the pandemic) Persistent absence in secondary schools for this period was at 28.3% 37.9% of disadvantaged pupils persistently absent Local authorities are reporting dramatic rise in young people struggling to attend for reasons of emotional wellbeing/mental health Key insights What is the relevance for EPs? | Young people with ND, Mental Health needs, or SEND are disproportionately vulnerable. | | --- | | In a recent survey, 60% of EPs said at least half of their time was spent on supporting attendance difficulties. | | 60% of EPs had been involved in developing their LA or service’s guidance on supporting attendance. 100% had been involved in promoting their guidance and delivering training. | 90% reported working with school staff and other services directly, with 70% also working with parents and children. How did we get here? From: Global Disaster Preparedness Centre (2015) Leading in Disaster Recovery: a Companion Through the Chaos What can we do? Activity 1: what is going well? Think about the work in your local area. What activity is happening under the following broad headings? • Wellbeing • Affirmative Practice • Relational Approaches • Mutual understanding and partnership working • Timely Response to need • Holistic Support for Young People

FAQs

What absence trends are discussed in the seminar?

Persistent absence rates are reported as 22.3% for academic year 22–23, increasing since the pandemic, and 28.3% for secondary schools for the same period. It also notes 37.9% of disadvantaged pupils persistently absent.

Why does the seminar emphasize neurodivergence, SEND, and mental health needs?

Young people with neurodivergence, mental health needs, or SEND are described as disproportionately vulnerable to attendance difficulties, including emotional wellbeing and mental health barriers.

What role do educational psychologists (EPs) play in supporting attendance?

The seminar states that 60% of EPs said at least half their time was spent supporting attendance difficulties, and 60% helped develop local guidance. It also reports 90% work directly with school staff and other services, with 70% involving parents and children.

Oct 22, 2026

Upload by Ezra