New Plymouth Marjon research highlights importance of belonging in tackling school absence
Released: 14.07.26
New research by education experts at Plymouth Marjon University has found that a lack of belonging at school is a key factor behind high levels of absence among children and young people in Plymouth.
Commissioned by Plymouth City Council as part of ongoing collaborative work to improve attendance, the study surveyed more than 2,000 parents and students at more than 80 schools to understand the barriers and motivators influencing school attendance, and inform more effective support for families.
The research found that friendships play a crucial role in attendance, with half of students saying spending time with friends is their strongest motivator for going to school.
Elpida Achtaridou, Head of Research and Knowledge Exchange at Plymouth Marjon University, said: “At the University, our mission is to tackle social inequity by equipping teachers with evidence-based approaches that enable every child to feel safe, supported and able to learn.
“This research highlights the importance of belonging, understanding and flexibility, particularly for children with additional needs or mental health challenges.
“It underlines the opportunity for continued collaboration across schools, families and partners to strengthen relationships and support every child to thrive in education.”
The findings suggest that attendance is strongly relational, with young people more likely to attend when they feel connected to peers, staff and the wider school community.
The research also highlights opportunities to further align school practices with young people’s developmental and social needs. For example, transition points were found to be important, with a noticeable dip in belonging among some pupils in Year 8. Parental support was also an important factor, particularly for older pupils and those with lower levels of school belonging.
Health and mental health challenges were also identified as significant contributors to absence, alongside challenges around inclusive support for some pupils with special educational needs and disabilities (SEND), and concerns from some families about aspects of policies relating to attendance and behaviour.
Parents and students shared their experiences through the anonymised research. One mother said the pressure to meet attendance targets can increase stress at home, even when children are unwell or managing disabilities. Another parent described how a lack of understanding of autism left their child feeling distressed and reluctant to attend school.
Students echoed these concerns, with one saying: “I just want to be supported so I can learn.”
The study also revealed a disconnect between parents and pupils around morning routines. While 58% of students said they struggle to get up in the morning, a quarter identified this as their main barrier to attendance, compared with just 6% of parents.
Plymouth City Council Councillor Tess Blight, Cabinet Member for Education, Apprenticeships and Skills, said: “We welcome this research from Plymouth Marjon University and have listened carefully to what families have told us. We are seeing improvements in some areas and will continue working with schools, parents and partners to help every child make the most of their education.”
Findings have been shared with school leadership and welfare teams and will inform local and national policy discussions, including the Team Plymouth education workstream focused on parental support and belonging.
The research recognises the significant work already underway across Plymouth schools to support attendance, including collaborative approaches with families and partners, and aims to build on this strong foundation. A Belonging Framework for schools was launched in October 2025. The impact will be evaluated through the citywide roll out of The Engagement Platform, a nationally recognised tool for understanding engagement in school and multi-academy trusts. Partners report early improvements in attendance across primary and secondary schools, though challenges remain within SEND settings.
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