Putting children and young people's views at the centre: What is this?

Use this assessment tool when you have any concerns about a learner’s engagement or attendance.

This assessment tool can be used by anyone with an existing good relationship with the learner (a supportive and trusted adult) and someone that the learner can trust emotionally. This approach expands the capacity of the school/setting, beyond pastoral care leads, to provide early preventative support, and increases the likelihood of meaningful engagement by the learner.

School leaders may need to provide time and place for the supporting adult to go through the questions with the learner to try to get to a better understanding of why a learner has started to disengage from learning, isn’t attending some classes, or is absent.

Principles underpinning engagement and attendance support

Prevent - Identify reduced engagement or attendance as early as possible. Address in the least intrusive means.

Understand - Individuals needs and contexts.

Collaborate - Work with learner, peers and families.

Support - Help them help themselves. Adjust environment or practice.

Disengagement from learning or being absent from class/school can be caused by a number of factors including INDIVIDUAL, PEER, FAMILY or SCHOOL factors (or a combination of these).

Each factor can either push a learner away from the learning environment or pull them towards something else (a person, place or activity). Push factors help a learner avoid things such as uncomfortable feelings, certain people, or stressful situations. Pull factors may involve a more attractive activity such as gaming or may be needs-led such being home to care for or keep a family member safe.

To support engagement and attendance we need to know:

What does their engagement/attendance look like?

What are the risk and resilience factors affecting them?

What are the key factors/feelings contributing to their disengagement or absence?

What do they need?