In the long term, education reform is needed, but in the meantime this work is intended to support professionals to best meet the needs of young people within a system that is overwhelmed.
The Barriers to Education guidance has the lived experiences of young people and their families at the centre, combined with the most up to date research and co-produced with a wide range of professionals.
Currently SEND and disadvantaged young people are struggling with school the most, and this is where we have captured the most insight, stories and reasons for change. In the Autumn term 2024/25 although general rates for persistent non-attendance were 17.8% this increased to 33.3% for pupils with Education Health and Care Plans (EHCPs) and 29.91% for pupils receiving free school meals (DfE, 2025). Hamilton (2024) and Connelly, Constable & Mullally (2023) have both highlighted the high numbers of neurodivergent children and young people experiencing school attendance difficulties.
Through our work we have recognised that a different approach is needed for all young people to improve their sense of belonging and inclusion in school. However, the impact is more obvious in young people who have a bigger mismatch between their needs, the environment and the support they receive.
The needs of the most vulnerable young people can be an early indicator of what is not working more broadly.
The following is written by Jo Symes and is available on the Progressive Education website. It is the prologue from the book, Square Pegs: Inclusivity, compassion and fitting in – a guide for schools.
What if our ‘square pegs’ aren’t the problem?
What if they are actually the canaries in the mine, alerting us to the mounting problems in our education system?
In her book, Troublemakers: Lessons in Freedom from Young Children at School, Carla Shalaby (2017) discusses ‘animal sentinels’, animals which are purposefully used to provide advanced warning of disease, toxins and other environmental threats to humans. She explains that these species are selected based on their heightened susceptibility to particular hazards. They are often sacrificed to save us.
The most famous example is the canary, used in coal mines in the early 20th century to give advanced warning of deadly gases, such as carbon monoxide. Because these birds were small and had particularly sensitive respiratory systems, the poison killed them quickly, leaving the miners with enough time to get out and save themselves. What if, suggests the author, we saw our square pegs as such canaries?
Through Barriers to Education, we have created a tiered framework. This combines our knowledge gained through lived experience (practiced based evidence) with up to date research around absenteeism which has recognised multiple factors relating to school attendance (Kearney, 2022, Heyes et al., 2024). The guidance has preventative whole school approaches as a main focus, but also includes sections dedicated to support for young people when they first start to struggle and when they experience longer-term attendance difficulties.
While the quality of education in the UK is currently measured through grades, it is important for us all to stay mindful that education is and should be so much more than just this. Education happens through everything we do; experiences, connections we make and what we learn both inside and outside of the classroom.
Education is the sum of everything a person learns that supports them towards living a satisfying and meaningful life.
How do we ensure that all young people are given the tools and foundations that enable them to live a satisfying and meaningful life? First of all, we must recognise that this will look different for each young person and that a ‘one size fits all’ approach to education can never be equitable.
A focus purely on high stakes testing and grades, results in extreme amounts of pressure and stress and in addition also results in many young people leaving education without an appreciation of their unique strengths and skills. They can leave feeling like a satisfying and meaningful life is now out of their grasp as they have been told that grades are the only way to achieve this.
What is needed is a wider perspective on what effective education can look like and how we can offer more flexible options that cater to the natural diversity amongst people.
Self-determination theory (Deci & Ryan, 2017) is key to our understanding on how to support young people. This theory outlines how all human beings have an innate motivation to learn, develop and grow but that we are only able to achieve these things when our three psychological needs are met:
This philosophy applies to everyone:
Families are trying their best, but there are a wide range of factors that can impact on young people’s attendance. Attendance difficulties are often complex and multi-faceted.
Professionals who are working their hardest often feel limited in what they can do in a schooling/healthcare system that is so stressed.
Young people are doing the best that they can but there are barriers that are preventing them from accessing education.
When we look through a lens of Self-Determination Theory, we can focus on listening, understanding and support, rather than using blame and judgement, which can exacerbate stress.
From this mindset we can address the issues surrounding school attendance with WARMTH.
Deci, E. L., & Ryan, R. M. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Department for Education (2025) Pupil absence in schools in England. Available from: Pupil attendance in schools, Week 16 2024 – Explore education statistics – GOV.UK (explore-education-statistics.
Kearney, C. A. (2022). Helping school refusing children and their parents: A guide for school-based professionals. Oxford University Press.
Heyes, T., Smith, J., & Brown, K. (2024). Understanding school engagement and avoidance in neurodivergent students. Routledge.
Connolly, P., Johnson, M., & Williams, R. (2023). Barriers to learning: Addressing mental health and wellbeing in education. SAGE Publications.
Share your idea, experience or resource to help inspire change, support others and show what really works in breaking down barriers to education.
Unfortunately we are unable to give advice/support on individual cases.