Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of (a) the potential impact of school attendance on levels of anxiety in children and (b) the potential impact of the type of disciplinary approach used in schools on those levels of anxiety.

Good attendance and behaviour in schools is central to a good education, and strong cultures and boundaries set by schools have a positive impact on the wellbeing of pupils and staff.

The department does not routinely collect specific attendance data on anxiety-related absence from school, or the impact of disciplinary approaches within schools.

The department has, however, asked pupils about reasons for school absence in the department’s ‘Parent, Pupil and Learner panel’ surveys. Across the last two waves in which the questions were asked, 12% and 27% of those pupils and learners surveyed who said they did not attend school every day in the two weeks prior to the survey said this was due to anxiety or mental health problems, respectively.

The results of the survey responses to the June wave 2021/22 can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1122899/PPLP_report_rw4_june.pdf. The results of the survey responses to the November wave 2022/23 can be accessed here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1137863/Parent__Pupil_and_Learner_Panel_2022_to_2023_November_wave.pdf.

Although the percentage in the November wave appears much higher than the June wave, it is important to note that in June, 36% of pupils surveyed reported that they missed one or more days of school for ‘any reason’ in the preceding two weeks, whereas only 13% missed one or more days for ‘any reason’ in November. This means that, as a proportion of absence, the overall number of pupils reporting having missed a day or more due to anxiety or mental health is similar across waves.

The department has not assessed the potential impact of the type of disciplinary approach used in schools on levels of anxiety. Schools need to manage behaviour well so that they can provide calm, safe and supportive environments where pupils and staff can work in safety and are respected. No pupil should miss out on education because they feel unsafe or miss out on learning because their lesson is disrupted.

The government has an ambitious programme of work on improving behaviour in schools which aims to provide clarity and support for school leaders and staff. Well-managed schools create cultures where pupils receive the right support at the right time, and therefore pupils and staff can flourish in safety and respect.

The Behaviour Hubs programme builds upon Tom Bennett’s independent review of behaviour in schools to achieve this. The review can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/602487/Tom_Bennett_Independent_Review_of_Behaviour_in_Schools.pdf. The review identified a set of core principles which include: having a clear understanding of what the school culture is, high expectations of pupils and a belief that all pupils matter, and consistency and attention to detail in the execution of school routines, norms, and values.

The programme is flexible and non-prescriptive, with a tailored offer of support to develop a behaviour culture which works for schools, their pupils and their communities.

The National Behaviour Survey is underway and is asking panels of pupils, parents, leaders and teachers about their perception of pupil behaviour. Running termly, the survey will track experiences and perceptions of pupil behaviour in schools across England.