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It reports that absences rose sharply during the pandemic and remain high internationally, with higher impacts for pupils from lower socio-economic groups. A 10% rise in absences linked to local 2020 policies persisted into the following year. The lasting effects are attributed to “unforced absences” and are shown to reduce Key Stage 2 test scores in 2021/22.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/overview-the-pandemic-pupil-attendance-and-achievement/583084/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/overview-the-pandemic-pupil-attendance-and-achievement/583084.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What period and policy differences does the project focus on?","Question",{"text":112,"@type":113},"It focuses on autumn 2020 local regulations (“tier” regulations) that created variation in schools’ social and economic environments while schools were ostensibly open.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did restrictions affect pupil absence during and after the pandemic?",{"text":117,"@type":113},"Restrictions that encouraged home working, closed businesses, and restricted social contact increased school absence in autumn 2020, and this translated into lower attendance in subsequent years, with persistent effects for secondary schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What explains the long-lasting impact of absences?",{"text":121,"@type":113},"The enduring impact is linked to “unforced absences,” interpreted as a shift in family attitudes to attendance influenced by local pupil health policies and related restrictions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583084,1792189332,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Overview: The pandemic, pupil attendance and achievement  \nStephen Gibbons, Sandra McNally and Piero Montebruno  \nSeptember 2024  \nThe Nuffield Foundation is an independent charitable trust with a mission to advance social wellbeing. It funds research that informs social policy, primarily in Education, Welfare, and Justice. The Nuffield Foundation is the founder and co-funder of the Nuffield Council on Bioethics, the Ada Lovelace Institute and the Nuffield Family Justice Observatory. The Foundation has funded this project, but the views expressed are those of the authors and not necessarily the Foundation. Website: www.nuffieldfoundation.org Twitter: @NuffieldFound  \nOVERVIEW: THE PANDEMIC, PUPIL ATTENDANCE AND ACHIEVEMENT Stephen Gibbons, Sandra McNally and Piero Montebruno  \nKey findings  \n• School absences increased massively during the Covid-19 pandemic and remain high internationally.  \n• We investigate whether policy variation in restrictions influenced pupil absence during the pandemic and how this affected post-pandemic attendance and academic achievement.  \n• Variation in restrictions during autumn 2020 that restricted social contact (but that were not aimed at schools) caused higher rates of school absence at the time and in subsequent years.  \n• The school attendance of pupils from lower socio-economic groups was much more strongly impacted by variation in restrictions.  \n• A 10% increase in absences induced by the local 2020 pandemic policies persisted as a 6.5% increase in absence the following year. Extrapolating this to future years implies that the impact of the 2020 policy shock would take about 7 years to erode in secondary schools.  \n• The enduring impact of absences comes from ‘unforced absences’ and not from absences induced by the need to self-isolate because of Covid-19 . It is likely that the increased absences reflect a shift in family attitudes to attendance induced by local pupil health policies, school and work restrictions of the time, that has persisted post pandemic.  \n• Local restrictions had a negative impact on Key Stage 2 test scores in 2021/22 . This may be a direct effect of lower school attendance or the indirect effect of these policies on children’s mental health or family financial resources.  \n• Our paper illustrates the unintended spillover effects from government restrictions during the pandemic and is in addition to any direct effect of the pandemic (and pandemic response) and school closures in the national lockdowns.  \nINTRODUCTION  \nGlobally, children experienced long periods of absence from school during the Covid-19 pandemic. Much work documents effects on learning loss, including recent projects funded by the Nuffield Foundation (eg Klein and Sosu; Elliot Major et al) . Absence rates remain very high in many countries, with huge increases in ‘chronic’ absenteeism where pupils are regularly missing from school on a weekly basis. These high levels of absenteeism are of obvious concern, given the potential impact on educational outcomes and inequalities. Many emerging studies worldwide have documented these higher rates of absence, alongside a drop in educational achievement and progress post pandemic. Although it appears that school closures during the pandemic are relevant, this is only part of the story – and perhaps not the main part – with changing attitudes and an increased incidence of mental health issues such as anxiety playing a role. 1 There has also been speculation that the tolerance of absence or enforcement of home-schooling during the pandemic gave rise to a new culture of persistent absenteeism in its aftermath. But these inferences are generally based on before-after comparisons of absence and achievement or qualitative surveys. Previous research has not yet investigated whether a pupil’s absence during the pandemic had any causal impact on their subsequent attendance and academic progress.  \nIn this project, we investigate both how policy variation in restricti","cbCaisiM9bTdjeLL","https://ap.wps.com/l/cbCaisiM9bTdjeLL","pdf",364755,12,"English","# Key findings\n# Introduction\n# What happened to absences?","[{\"question\":\"What period and policy differences does the project focus on?\",\"answer\":\"It focuses on autumn 2020 local regulations (“tier” regulations) that created variation in schools’ social and economic environments while schools were ostensibly open.\"},{\"question\":\"How did restrictions affect pupil absence during and after the pandemic?\",\"answer\":\"Restrictions that encouraged home working, closed businesses, and restricted social contact increased school absence in autumn 2020, and this translated into lower attendance in subsequent years, with persistent effects for secondary schools.\"},{\"question\":\"What explains the long-lasting impact of absences?\",\"answer\":\"The enduring impact is linked to “unforced absences,” interpreted as a shift in family attitudes to attendance influenced by local pupil health policies and related restrictions.\"}]","Overview - The Pandemic, Pupil Attendance and Achievement | PDF",1792045678]