School Distress and Attendance Difficulties for Neurodivergent Pupils: A Complex Interplay of Drivers, Feelings, and (A Lack of) Support

Le résumé fourni par la source

School distress is a key driver of increasing attendance difficulties among neurodivergent children and young people (CYP) in the UK. Despite this, public and policy discourse often frames attendance difficulties as CYP ‘won’t’ rather than ‘can’t’ attend school, prioritising attendance over wellbeing. Research centring the lived experiences of neurodivergent CYP is needed to understand key contributors to attendance difficulties, their emotional experiences, and ways to improve support. 139 CYP and their parents/carers completed online questionnaires, including standardised measures of anxiety and sensory differences. CYP rated statements about school life and answered qualitative questions about school challenges, feelings about attendance difficulties, support, and suggested changes. Qualitative and quantitative findings identified anxiety and sensory experiences as key drivers of attendance difficulties. CYP described complex, mixed emotions about attendance, often feeling relieved yet simultaneously worried when absent from school. Although around 30% reported feeling supported by a trusted adult, many felt they received no helpful support. Participants highlighted the need for more inclusive sensory environments and greater staff understanding and support. School distress and attendance difficulties are complex and multifaceted. Effective interventions and policies must prioritise CYP’s wellbeing in parallel with attendance, rather than focusing solely on numerical attendance targets.

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