More children in Ireland are missing school than before the Covid-19 pandemic, with the sharpest pressures affecting disadvantaged families, children with disabilities and students who feel disconnected from school. The findings come from new Economic and Social Research Institute (ESRI) research examining absence patterns among children aged nine to 13.
Key findings from the ESRI school attendance report
The report compared two groups of children studied through Growing Up in Ireland: those born in 1998 and those born in 2008. Researchers used the longitudinal data to examine how school attendance changed over time and which factors were most closely linked to absence.
More than one in five primary and post-primary students experience chronic absence, defined in the report as missing at least 20 school days during the academic year. The research also found that absence has increased since the pandemic, reflecting a pattern seen in several countries.
- School absence is higher than it was before Covid-19.
- Students experiencing socio-economic disadvantage face a greater risk of missing school.
- Socio-emotional difficulties have increased among young people compared with a decade earlier.
- Disliking school is now more strongly associated with absence.
- Disability, difficult family circumstances and weak household routines can affect attendance.
Why are more children missing school in Ireland?
The ESRI analysis points to several overlapping causes rather than a single explanation. Children from families experiencing financial strain, lone-parent households and families where parents are unemployed or work in unskilled manual occupations were more likely to have higher absence levels.
Students attending DEIS schools also recorded higher rates of absence. The report links this pattern to the concentration of socio-economic disadvantage in many DEIS communities, rather than suggesting that school type itself causes non-attendance.
Family circumstances matter too. Young people were more likely to miss school after difficult life events, including bereavement or addiction-related problems in the home. Children with a disability were also substantially more likely to be absent than their peers.
The role of school attitudes and mental health
The research identifies a stronger connection between negative attitudes towards school and absence than in the earlier cohort. It also records greater socio-emotional difficulties among young people today, with these difficulties contributing to the rise in missed school days.
That finding is important because prolonged absence may reflect anxiety, low wellbeing, social difficulties or a sense that school is not a supportive environment. It also suggests that attendance initiatives cannot rely only on monitoring attendance records or imposing penalties.
Families looking for practical guidance on education, wellbeing and school decisions can explore relevant coverage at SchoolDigest.ie.
Parenting and home routines linked to attendance
The report found that children were more likely to miss school where parents used a harsher style of discipline, such as shouting rather than explaining expectations. A lack of consistent routines around bedtime and breakfast was also associated with higher absence.
These findings should not be read as placing responsibility solely on parents. Household routines can be disrupted by poverty, insecure work, caring responsibilities, illness and stressful events. The report’s wider message is that families may need practical and mental health support to help children attend regularly.
What schools can do to improve attendance
Schools remain an important part of the response. The ESRI research suggests attendance is stronger where students have a greater role in decision-making and where relationships between students, teachers and peers are more positive.
Possible priorities include:
- Building a stronger sense of belonging and connection to school.
- Giving students meaningful opportunities to influence school life.
- Identifying anxiety, disability-related barriers and wellbeing concerns early.
- Reducing negative teacher-student and peer interactions.
- Working with families before absence becomes chronic.
Co-author Emer Smyth said schools can support attendance by fostering positive attitudes, increasing student involvement and reducing harmful interactions. Co-author Anna Moya said the relationship between disadvantage and absence also demonstrates the need for wider anti-child-poverty measures alongside school-based action.
Why chronic absence matters
Missing 20 or more school days can affect learning, relationships and a child’s connection with their education. Repeated absence may make it harder to keep up with lessons and can increase the difficulty of returning to school after a prolonged period away.
The issue also has wider implications for Ireland’s education system. Schools serving communities facing poverty may require additional resources, while families dealing with disability, bereavement or mental health difficulties may need coordinated support from education, health and social services.
Frequently asked questions
What is chronic school absence?
In this ESRI research, chronic absence means missing 20 or more days during the school year.
Which children are most at risk of missing school?
Higher absence was associated with socio-economic disadvantage, financial strain, lone-parent households, disability, difficult life events and negative attitudes towards school.
Has school absence increased since Covid?
Yes. The ESRI report found higher absence levels among children today than in the earlier comparison group, continuing a trend reported in several countries.
What support could help families?
The report highlights the value of mental health and parenting supports, stronger school relationships, consistent routines and broader policies addressing child poverty.
What happens next?
The findings are likely to add pressure for a coordinated response to school attendance in Ireland. Tackling chronic absence will require more than asking children to attend more often. It will involve understanding why they are missing school and matching support to each child’s circumstances.
For parents and schools, the clearest takeaway is that early communication matters. Changes in attendance can signal difficulties at home, in the classroom or in a child’s emotional wellbeing. Identifying those problems quickly may help prevent occasional absence from becoming a long-term pattern.
Conclusion
This Breaking News finding from the ESRI shows that school absence in Ireland has become a deeper social and educational challenge since Covid-19. The evidence points to a combination of disadvantage, wellbeing concerns, family stress, school disengagement and daily routines. Effective action will need schools, families and public services to work together so that every child has the support needed to attend, participate and learn.
