In recent years, there has been increased discussion surrounding absence rates in mainstream schools in England.
Government initiatives aimed at improving attendance rates often highlight the ‘attainment gaps’ that exist between pupils who have lower attendance rates and, how children must spend as much time as possible in the classroom if they are to achieve academically.
However, the attendance = attainment argument overlooks the complex reasons a child may struggle to attend school regularly.
It often places blame on children and families rather than examining the systemic barriers within the education system that can restrict access to learning for those unable to fully engage with mainstream environments.
Multi-faceted barriers
Studies have shown that autistic pupils, particularly girls, face additional barriers to accessing traditional educational settings compared to their non-autistic peers.
These barriers are often multifaceted, stemming not only from direct experiences within the school environment but also from broader systemic inequalities.
The school day can involve navigating a high degree of unpredictability, with unexpected fire drills, supply teachers, and uncertainty around peer interactions, all of which contribute to an increased cognitive load alongside academic demands.
The number of transitions encountered throughout the school day can present an additional challenge, particularly when routines change or expectations are unclear.
Children may be required to move between different areas of the school to access lessons and break time spaces, with each transition bringing changes in sensory input and differing demands.
For autistic pupils, these shifting demands can be difficult to manage and may lead to dysregulation, making it harder to cope within the school environment.
Masking
While in school, autistic girls are also more likely to internalise and mask their traits as a protective mechanism, camouflaging difficulties that may set them apart from their peers.
This internalised presentation of autistic traits has been found to lead to a misidentification of pupils in need of support by educators; those who present in this way may be identified as being ‘quiet’ or ‘shy’ instead of in need of support.
There is an entrenched lack of understanding in the school system about how best to support autistic girls
This constant suppression of overwhelm throughout the day can lead to a “boiling over” effect, which often presents once the child returns to a place of safety, such as home. As such, children may appear to be coping within the school environment, while experiencing significant impacts on their mental health and wellbeing.
Navigating barriers
This can create a confusing and often stressful situation when attendance begins to decline, as schools may not fully recognise the extent to which the young person is struggling. In response, pressure to attend may increase without the necessary support being put in place.
Members in the Autistic Girls Network Facebook group shared their personal experiences in navigating barriers to attendance and supporting children who were struggling to attend school.
It was highlighted that autistic girls frequently faced invalidation when they attempted to discuss their struggles with educators and professionals, and sensory sensitivities were, at times, incorrectly termed to be as a result of anxiety rather than a manifestation of their support needs as autistic learners.
It was also emphasised that there is an entrenched lack of understanding within the school system about how best to support autistic girls, and that shortfalls in support actively contributed to the development of trauma in some cases.
Parents described how their children would repeatedly attempt to re-engage with the school environment, only to experience burnout and distress when barriers were not adequately addressed, or when support was withdrawn due to a perception that they were ‘coping better’ and therefore no longer required reasonable adjustments.
In some cases, parents felt as though the only option available to them was to self-fund alternative or home education to allow their child to access learning in a way that was not detrimental to their mental and physical health.
Members highlighted that it was not simply that children ‘refused’ to go to school, but that they faced real and complex barriers beyond their control that limited their ability to attend and engage in learning in these environments.
An alternative pathway
This urgent need for an alternative pathway, one that centres on wellbeing, supports individual learning styles, and champions each child’s strengths, led to the opening of The Haven, an online learning community created by the Autistic Girls Network.
Designed to support neurodivergent learners aged 12–17, The Haven provides an environment for young people who have struggled to navigate a traditional education system that was not built with their unique needs or strengths in mind.
Currently, 34 learners are enrolled with the Haven and are able to access a core curriculum of high-quality, flexible and individually tailored education in English, and STEAM subjects (Science, Technology, Engineering, Arts and Mathematics) and Humanities.
Learners are also supported in exploring their neurodivergent identity and building vital self-advocacy skills, and can explore their personal interests through a vibrant selection of extracurricular topics.
The Haven also runs a 10-week framework, Back to Balance, specifically designed to support learners who have had traumatic or distressing experiences in education, or who have been unable to attend for a significant period of time.
This framework focuses on rebuilding a sense of safety and security, giving learners the space to regain confidence in a low-pressure and encouraging environment where progress is celebrated and taken in small, manageable steps.
Continuing to treat attendance as a one-size-fits-all measure of academic success does a disservice to those who require education to be accessible
This approach highlights that individualised learning is achievable, and that alternative ways to provide education for those whose needs cannot be met by the traditional system do exist and can provide robust education and support in a variety of areas, including core academic subjects and beyond.
Tearing down barriers
There is a clear and urgent need for policymakers to acknowledge the shortcomings of the current system and the systemic barriers that exist for autistic pupils within these environments.
Continuing to treat attendance as a one-size-fits-all measure of academic success does a disservice to those who require education to be accessible in ways that differ from traditional offerings and continues to place undue pressure on these children and their families to ‘get back into the classroom’ at all costs.
All children deserve the space and freedom to learn in a way that aligns with their unique needs, skillsets, and natural learning styles.
For some, the expectation within mainstream environments that learners must adapt to a setting that fundamentally conflicts with their needs can make it difficult to create a positive and meaningful environment in which learning can take place.
These children deserve to be heard, understood, and supported to access education in a way that is not detrimental to their wellbeing.
To truly address increasing rates of absenteeism within schools, the unique and subjective reasons behind why a child may be struggling to access education must be considered.
Those currently experiencing barriers to education must be listened to and empowered to provide insight that can help improve the system.
Allowing children to access learning and develop their skillsets in the ways that work best for their individual needs must be prioritised over simply increasing attendance percentages if meaningful change is to be achieved.
