Chronic School Absenteeism More Than Doubles Post-COVID, Alarming Educators

A surge in chronic school absenteeism across Ireland has educators adn social workers deeply concerned. Minister for Education Helen McEntee addressed the Dáil, vowing action to reverse this troubling trend. Despite the return to pre-pandemic routines, the number of children missing meaningful amounts of school has more than doubled. during the 2022/23 school year, over 25% of primary schoolchildren and more than 20% of post-primary students were absent for at least a month of school days, raising alarms about the long-term impact on their education and well-being.

The rise in absenteeism presents a significant challenge to the irish education system. Before the COVID-19 pandemic disrupted traditional learning environments, school attendance rates were generally improving. however, the 2022/23 academic year revealed a stark contrast.More than 25% of primary school students and over 20% of post-primary students were absent for at least 20 days, equivalent to a month of school. This represents a significant increase compared to pre-pandemic figures, where the respective rates stood at 10% and 15%.

Disadvantaged Schools Face Greater Challenges

The issue of absenteeism is even more pronounced in schools serving disadvantaged communities. A staggering 42% of children attending Deis (Delivering Equality of Prospect in Schools) primary schools missed 20 days or more during the 2022/23 school year. At the post-primary level,30% of students in Deis schools experienced similar levels of absence. These figures underscore the disproportionate impact of absenteeism on vulnerable student populations.

Initially, the surge in absences may not have triggered immediate alarm due to widespread concerns about children’s well-being following consecutive lockdowns.Public health guidance emphasized keeping children home from school if thay exhibited virus symptoms, contributing to a climate where absences were frequently enough viewed as a necessary precaution.

The Education (Welfare) Act mandates that schools report any child who misses 20 or more school days to Tusla, the Child and Family Agency. Parents are legally responsible for ensuring their child receives an education, and failure to comply with the Act can result in a fine of up to €1,000 and a month in jail.

In September 2020, amid heightened anxiety surrounding school reopenings, Tusla assured the Irish Examiner that it could differentiate between absences caused by COVID-19 and chronic absenteeism. Though, the underlying factors contributing to the rise in absenteeism are complex and multifaceted.

Shifting Attitudes and the Impact of COVID-19

Anton O’Mahony, principal of Skibbereen Community College and president of the National Association of Principals and Deputy Principals (NAPD), believes that the pandemic has altered attitudes toward school attendance. “It became OK not to be at school. It was OK at 2pm to be out helping your father on the farm or to be online with your friends or to be out in the park with your friends during the school day.” He suggests this shift has had a lasting impact, with some students adopting a “we survived then; we’ll survive again” mentality.

O’Mahony also highlights the role of anxiety in student absenteeism. “The thing about anxiety is that it’s often undiagnosed. It’s something we can’t diagnose as a school so it’s a difficult one then to deal with because you’ve to try and get to the bottom of it, what is it that the child is anxious about?” He explains that unaddressed anxiety can create a vicious cycle, leading to school avoidance and refusal.

If you’ve missed a basic building block, when you go into class you feel overwhelmed. so now the overwhelm is increasing because you’ve missed out.

He elaborates on this point: “More overwhelm leads to more anxiety. More anxiety leads to avoidance of that subject and then avoidance of the school and eventually that leads to school refusal.” He also acknowledges the challenges faced by parents in persuading their children to attend school while managing their own work responsibilities, emphasizing the need for close collaboration between schools and families.

Parental Influence and Societal Changes

Conor McCarthy, principal of Tallaght community National School, emphasizes the influence of adults on younger children’s attendance. He notes that increased absenteeism is not limited to Deis schools but affects schools across all socioeconomic backgrounds. “The real reason the Government is scared of this is because it’s not just deis schools, or special schools,” he states. “It’s absolutely across the board. Every single school has plummeted attendance-wise wise and Deis schools have been worse but it’s affecting middle, lower, upper-class schools, everywhere.”

McCarthy points to several factors contributing to this trend. “What I would hear from parents a bit is ‘I don’t want to send them in when they are sick as they will spread it’. I can’t ever remember that in the past.” He also suggests that the rise in remote work has played a role, as parents working from home may be more inclined to keep their children home from school.

Furthermore, McCarthy observes a growing trend of families taking holidays during the school year. “That’s a big change from the past. If someone goes on holiday for a week during the school year, that’s five days they miss. He notes that this can substantially impact a child’s attendance record,perhaps leading to chronic absenteeism.

McCarthy believes that addressing absenteeism at the primary school level requires focusing on adult behavior and attitudes.“At primary school level, it’s all about the adults. We can run any number of initiatives in school. He expresses doubt about the effectiveness of school-based initiatives alone, emphasizing the need for parental involvement and support.

Tusla’s Role and the Importance of Early intervention

McCarthy also highlights the role of Tusla in addressing absenteeism. He suggests that changes to the referral process have made it more difficult for schools to seek intervention for students with attendance issues. “I think the referral process has changed and Tusla is requiring schools to do all of this intervention work before they will investigate a case of absenteeism or before the educational welfare officer will become involved.

He emphasizes the importance of early intervention, noting that strategies implemented in the past were effective in improving attendance rates, particularly in Deis schools. “Deis schools were improving their attendance.”

McCarthy warns of the snowball effect of missing school, stating: “Missing school makes you more nervous about coming into school. he explains that absenteeism can lead to social isolation and difficulty forming relationships, ultimately hindering a child’s overall growth.

“One day a week doesn’t sound like much but that’s 36 days a year if you are missing all of those days. It impacts massively on you socially and how you develop relationships.”

Conclusion

The significant increase in chronic school absenteeism in Ireland presents a complex challenge requiring a multifaceted approach. minister McEntee’s commitment to addressing this issue is a crucial frist step. Effective solutions will necessitate collaboration between schools, parents, Tusla, and the wider community to address the underlying factors driving absenteeism and ensure that all children have the opportunity to thrive academically and socially.