Almost half of parents regularly allow their children time off school if they are too upset or anxious to go in, according to a new report.
A survey of 2,000 parents found that 49% kept their children off if they felt it would benefit their mental health, and nine out of ten said this was more important than school attendance.
A further 26% had given their child time away from lessons once or twice. Of the 75% whose children had stayed home for mental health reasons, the average number of ‘duvet days’ taken a year was reported as six.
Overall, 70% of parents said they saw an improvement in their child’s happiness and behaviour if they were allowed regular time and space away from the constraints of school.
The challenge is not about returning to pre-pandemic norms but creating educational environments where all children want to be
The research, commissioned by Bett, the education technology exhibition, found that visiting family members (43%), attending sporting events (16%) and concerts (13%) were some of the top activities for a typical mental health day – with 11% going to the cinema rather than school.
More than half – 57% – of parents were happy to book a holiday with their children during term time, despite it being unpopular with schools and risked incurring fines for unauthorised absence.
Long term effects of absence
Almost a quarter thought being absent from school would have no long term effects on their child’s life, and 56% didn’t know that studies had suggested that skipping school made it more likely their child would end up on benefits in adulthood, or make them more likely to use drugs and commit crime.
Almost a third of respondents said they were more relaxed about their children missing school than they were pre-pandemic, while 55% said hybrid working made it easier to look after them if they stayed at home.
And almost a third – 31% – of mum and dads would support a hybrid way of teaching, incorporating school time along with home learning.
Duncan Verry, Portfolio Director, Bett, said: “The research paints a picture of parents who care deeply about their children’s wellbeing, sometimes prioritising mental health over perfect attendance records. This shift requires us to think differently about how we approach school engagement.
“The challenge is not simply about returning to pre-pandemic norms but about creating educational environments where all children want to be.
“By understanding these perspectives, we can work towards solutions that serve children’s long-term educational outcomes while respecting the genuine concerns of families navigating increasingly complex circumstances.”
