More children are missing school today than before the Covid-19 pandemic, with the sharpest concerns emerging among pupils from socially deprived communities and those who feel disconnected from school. The findings come from new research by the Economic and Social Research Institute (ESRI), based on data from the Growing Up in Ireland study.
Key findings from the ESRI research
The report examined school attendance patterns among children aged between nine and 13. It found that chronic absence remains a significant issue across both primary and post-primary education.
More than one in five students were identified as having chronic absence levels. In this context, chronic absence means missing at least 20 days during the school year.
- School absence is higher than it was before the Covid-19 pandemic.
- Children in socially disadvantaged areas are more likely to miss school regularly.
- Pupils who do not enjoy school face a greater risk of persistent absence.
- The research covers children aged nine to 13 using Growing Up in Ireland data.
The findings add to wider Ireland News coverage about attendance, educational inequality and the lasting effects of the pandemic on children and families.
Why school absence matters
Missing occasional days from school does not necessarily indicate a serious problem. However, repeated absence can affect a child’s learning, relationships with classmates and sense of belonging.
When pupils miss 20 or more days in a school year, they may lose access to important lessons and classroom routines. Gaps can become more difficult to address when absence continues over a long period.
Regular attendance also gives teachers an opportunity to identify learning difficulties, wellbeing concerns or problems affecting a child at home. When children are frequently absent, those warning signs may be harder to spot.
Social disadvantage and attendance
The ESRI research highlights a clear connection between school attendance and social circumstances. Families facing financial pressure, housing insecurity, transport difficulties or limited access to support may encounter additional barriers to regular attendance.
These challenges do not mean that parents or children are unwilling to engage with education. They underline the importance of understanding the circumstances behind absence rather than treating every missed day as the same.
Schools often work with families, education welfare services and other public agencies to identify practical solutions. Early intervention can be particularly important when attendance begins to decline.
Follow DailyDigest Ireland coverage for further updates on education, public services and issues affecting families.
The continuing impact of Covid on education
School closures and disrupted routines during the pandemic affected children at different stages of their development. Although schools have returned to normal operation, the new research suggests that attendance patterns have not fully returned to pre-pandemic levels.
Some children may have become accustomed to irregular routines, while others may have experienced anxiety, lost confidence in the classroom or fallen behind academically. For pupils who already found school difficult, the disruption may have increased disengagement.
The report’s findings do not suggest that one single factor explains rising absence. Instead, attendance appears to be shaped by a combination of school experience, family circumstances and wider social conditions.
What can schools and families do?
Improving attendance requires a coordinated response. Measures may include early contact with families, individual attendance plans, pastoral support and targeted help for pupils who are struggling academically or socially.
Schools can also use attendance data to identify patterns before they become entrenched. A child missing one day every week may not immediately attract the same attention as a long uninterrupted absence, but the cumulative impact can be substantial.
Practical steps can include:
- Contacting families promptly when attendance begins to fall.
- Finding out whether transport, health, housing or financial pressures are involved.
- Providing additional learning support after periods of absence.
- Strengthening relationships between pupils, teachers and school staff.
- Referring families to appropriate education and welfare services where necessary.
Children’s attitudes towards school are also important. The ESRI findings indicate that pupils who do not like school are more likely to have higher absence levels. Creating a supportive and engaging school environment may therefore be part of the long-term response.
What happens next?
The research is likely to contribute to ongoing discussions about education policy, student wellbeing and support for disadvantaged communities. Any effective response will need to distinguish between different reasons for absence and avoid relying on a single solution.
For parents and guardians, persistent absence should prompt a conversation with the school. Early communication can help identify barriers and prevent occasional missed days from developing into a longer-term pattern.
Frequently asked questions
What is chronic school absence?
In the ESRI research, chronic absence refers to missing 20 days or more during the school year.
Which children are most affected?
The report identifies higher levels of absence among children from socially deprived areas and pupils who do not enjoy school.
What age group did the study examine?
The analysis focused on children aged between nine and 13 using information from the Growing Up in Ireland longitudinal study.
Does the research blame families for school absence?
No. The findings point to a range of social, family and school-related factors. Understanding those factors is essential to providing effective support.
Why this matters for Ireland
School attendance is closely linked to educational opportunity and child wellbeing. The ESRI report shows that the post-pandemic recovery in education is not complete for every pupil, particularly those already facing disadvantage.
The central message is clear: rising absence requires early, practical and child-centred action. The latest Irish News on the report highlights a challenge that affects schools, families and communities across the country. Tackling it will mean addressing both the reasons children miss school and the factors that help them feel they belong there.
