More than 75,000 post-primary students missed at least 20 days of school during the 2024/25 academic year, according to new figures. The rise in chronic absenteeism means school attendance in Ireland remains above pre-pandemic levels, renewing concern about the impact of prolonged absence on education, wellbeing and future opportunities.
Key facts from the latest Ireland education figures
- 75,649 post-primary pupils missed more than 20 school days in 2024/25.
- The figure was 67,612 in 2023/24.
- That represents an increase of more than 8,000 students in one school year.
- Total absence levels remain higher than they were before the Covid-19 pandemic.
The figures place chronic absenteeism among the most significant issues in Education News Ireland. Missing 20 or more days does not necessarily mean every absence was unexplained, but it indicates a level of disruption that can make it harder for students to keep up with lessons, assessments and school routines.
Why chronic absenteeism matters
Regular attendance is closely linked to academic progress and a student’s connection with their school community. Repeated absence can lead to missed classroom instruction, gaps in foundational knowledge and difficulties returning to learning after extended periods away.
The effects may also extend beyond exam results. Students who attend irregularly can lose contact with friends, extracurricular activities and pastoral supports. For schools, persistent absence can create additional demands as staff try to identify the reasons behind it and help pupils re-engage.
However, the figures alone do not explain why students are missing school. Absence can be connected to illness, anxiety, family circumstances, caring responsibilities, transport difficulties, bullying or other challenges. A national total should therefore be treated as an indicator of pressure on the education system, not as a complete explanation of individual pupils’ circumstances.
Attendance remains above pre-pandemic levels
The latest data shows that the attendance challenge has not returned fully to its pre-pandemic pattern. Although schools have long dealt with individual cases of non-attendance, the persistence of higher absence rates has made chronic absenteeism a wider issue for families, teachers, school leaders and public services.
The increase between 2023/24 and 2024/25 is particularly notable because it occurred after the most disruptive phases of the pandemic had passed. That suggests schools continue to face complex attendance barriers that cannot be addressed through reminders alone.
What support may be needed?
Effective responses usually begin with understanding the cause of absence. A student missing school because of a long-term health condition may need a different form of support from someone experiencing anxiety, bullying or difficulties at home.
Schools and families may need to work together on practical, gradual plans that make returning to class manageable. Depending on the circumstances, support can include:
- Early contact with families when attendance begins to decline.
- Pastoral care and wellbeing supports within schools.
- Reasonable arrangements for students dealing with illness or disability.
- Targeted help for anxiety, bullying or social difficulties.
- Coordination between schools and relevant public services.
Attendance initiatives are most likely to succeed when they combine clear expectations with appropriate support. Treating every absence as the result of the same problem risks overlooking the reasons students are struggling to attend.
Why the rise affects families and schools
For parents and guardians, chronic absenteeism can be difficult to manage alongside work, healthcare appointments and family responsibilities. Schools must also balance attendance monitoring with teaching, student welfare and communication with households.
The issue has wider implications for the Irish education system. Persistent absence can increase pressure on teachers who are helping students catch up, while students returning after a long period away may need additional academic and emotional support. If absence continues over several years, the effects can become more difficult to reverse.
What happens next in Ireland?
The new figures are likely to intensify calls for closer monitoring of attendance and stronger early-intervention measures. The next step is to examine the data in greater detail, including patterns by age, region, school type and stated reason for absence.
That detail matters because national figures can conceal significant differences between communities and groups of students. Better information can help schools direct resources towards the barriers that are having the greatest effect locally.
Families concerned about a child’s attendance should contact the school as early as possible. Early communication gives teachers and support staff a better opportunity to identify the problem before missed days become a long-term pattern.
Frequently asked questions
What is chronic absenteeism?
In this report, chronic absenteeism refers to post-primary students who missed more than 20 days of school during the 2024/25 academic year.
How many secondary students missed more than 20 days?
A total of 75,649 post-primary pupils were recorded as missing more than 20 days, compared with 67,612 in the previous school year.
Does the figure include only unexplained absences?
No. The reported total describes the number of days missed and does not, by itself, explain the reason for each absence.
Why is attendance important?
Regular attendance helps students access lessons, maintain relationships and receive consistent academic and wellbeing support. Extended absence can make it harder to keep pace with learning.
The wider picture for Education News Ireland
The increase in chronic absenteeism is a warning that attendance remains a serious post-pandemic challenge. The most useful response will combine reliable data, early engagement and support tailored to the circumstances of individual students.
This Breaking News Ireland development is significant because it shows that higher absence levels are continuing into another school year. The key takeaway is clear: improving attendance will require schools, families and public services to address the underlying reasons students are missing class, not simply count the days they are away.
