Barnardos responds to ESRI School Absenteeism Report

26th January: Barnardos children’s charity is concerned by the stark findings published today by the ESRI showing the wide disparity in attendance rates between DEIS and non DEIS schools. The charity’s own evidence can support the findings and is calling on the Government to further support schools, families and communities to improve school attendance.

Barnardos research last year showed nearly twice as many primary school students in DEIS schools frequently (once a week or more) or always refused to go to school (10%) compared to students in non DEIS schools (5%). Nearly one quarter of parents of children in DEIS secondary schools said their children refused frequently or all the time (24%) compared to just 13% of parents with children in non DEIS secondary schools.

Significantly more children in disadvantaged areas are missing more school than their non DEIS peers, placing them at a further disadvantage both in the immediate and longer term. Increased absenteeism presents immediate risks as well as reducing future opportunities, and will only lead to further disadvantage and inequality.

Barnardos CEO Suzanne Connolly said: “In our experience children in more economically disadvantaged communities can miss school due to a combination of issues such as a struggle with routines; problems within the home including parental adversities such as addiction and domestic violence; their own issues around anxiety and other mental health problems; additional practical difficulties in getting to school, for example those in emergency accommodation living long distances away.

“Schools cannot be expected to tackle the issues alone, or solely with the help of Tusla Education Support Services. While the introduction of a DEIS plus model will certainly help, more needs to be introduced across the community and within homes of children to improve engagement with schools.”

To support school attendance the Government needs to:

• Promote trauma informed approaches in school
• Increase investment in community services working to resolve the trauma preventing children from coming to school alongside increased collaboration with all education stakeholders. Supporting families facing adversities can help address issues with routines, regulation problems and help children confront substantial trauma.
• Carry out more research focusing on the views of children and young people, talking directly with children and getting more detailed evidence about why it is they are missing school, more information about their circumstances and their views as to what encourages them to attend.

ENDS