Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of emotional based school avoidance on (a) pupils and (b) schools.

The absence crisis is one of the government's most challenging inheritances. By working alongside school staff and parents, the department is getting absence moving in the right direction with children attending over 3 million more days of school this year compared to last, and over 100,000 fewer children persistently absent.

However, some pupils face complex barriers to attendance, such as those who have mental health conditions, or who have special educational needs and disabilities.

The department knows that pupils and learners with a strong sense of belonging, accomplishment, autonomy and good health are more likely to attend school. New research has shown, for the first time, the link between mental health and school absence. Pupils with mental health problems are seven times more likely to miss more than 15 days of school than their peers. This research can be accessed at: https://assets.publishing.service.gov.uk/media/681b676c9ef97b58cce3e518/The_relationship_between_mental_ill_health_and_absence_in_students_aged_13_to_16.pdf.

To tackle these issues, the government has made statutory the ‘Working together to improve school attendance’ guidance, which sets out a ‘support first’ approach. The department has published specific guidance for schools on mental health and attendance, accessible at: https://www.gov.uk/government/publications/mental-health-issues-affecting-a-pupils-attendance-guidance-for-schools. We are also committed to providing access to specialist mental health professionals in every school through expanding Mental Health Support Teams (MHSTs). As of April 2025, NHS-funded MHSTs cover 52%, or 5 million, of pupils and learners. An additional 900,000 pupils and learners are expected to be covered by April 2026.