Abstract

Anxiety is now one of the most significant drivers of persistent non‑attendance among secondary‑aged children in England. In Northumberland, this mirrors national trends: persistent absence rates remain higher than before the COVID‑19 pandemic.

This study explored the experiences of sixteen caregivers of neurodivergent children with a diagnosis of autism and special educational needs and disabilities (SEND). In‑depth interviews with caregivers and ‘Pull Up a Chair’ creative arts research and film were analysed to identify recurring patterns in lived experience.
The findings from the interviews with families revealed a consistent pattern: non‑attendance is rooted in a complex interplay of factors, not unwillingness. Many families said that EHCPs were not effective as their schools were unable to provide the support necessary for their child to thrive and achieve. Families described poorly connected services, with fragmented communication contributing to children reaching crisis point before meaningful support was offered.

Mainstream secondary school environments were frequently described as overwhelming. Noise, crowded corridors, sensory‑aversive uniform policies, unpredictable transitions, and inconsistent sanction practices generated significant anxiety and dysregulation. Rigid attendance and behaviour policies particularly detentions, exclusions, toilet restrictions, and threats of legal action escalated children’s distress. Some families reported their children experienced crisis episodes, developed self‑injury behaviours, or physical symptoms such as vomiting and diarrhoea. Their view was that these responses were triggered by pressure to attend school.

Crucially, the study also identifies clear protective factors that enable re‑engagement. Children were more likely to attend and learn when they had access to trusted adults, predictable routines, and smaller, sensory‑friendly learning environments (e.g., ARC units). Flexible timetables, hybrid learning, early/late transitions, and home‑school blended approaches reduced anxiety and supported gradual re‑entry. When schools communicated compassionately, acted consistently, and collaborated with families, children showed improved emotional stability and learning outcomes. These examples demonstrate that many barriers to attendance are environmental and systemic, not intrinsic to the child.

This evidence from this research highlights an urgent need for the protective factors identified to be in place across all schools. Early identification, an increase in specialist provision places, reasonable adjustments and neurodivergent‑affirming practice. Without this, attendance challenges will continue, with long‑term consequences for wellbeing, attainment, and equity. A systemic approach needs to be taken to enable all children and young people to access education safely, sustainably, and in ways that reflect their individual needs.

From the findings of the research, ten recommendations were identified for local and national response. In brief:

Recommendation 1. Strengthen early identification and assessment pathways

Recommendation 2. Improve EHCP quality, deliverability, and accountability

Recommendation 3. Develop sensory‑friendly and low‑arousal school environments

Recommendation 4. Embed trusted‑adult models across secondary schools

Recommendation 5. Create flexible, co‑produced attendance pathways

Recommendation 6. Reform behaviour policies to be neurodiversity aware

Recommendation 7. Enhance communication pathways with caregivers

Recommendation 8. Strengthen transitions from primary to secondary school

Recommendation 9. Neurodiversity training

Recommendation 10. Expand access to therapeutic and alternative provision