Supporting and Improving Attendance for SEND Pupils: Why the Start Matters Most 

For pupils with Special Educational Needs and Disabilities (SEND), school attendance isn’t just about being present. It’s a measure of trust, safety, and connection. When a SEND pupil begins to withdraw or refuses to attend, it’s rarely about defiance, it often signals anxiety, unmet needs, or a lack of belonging. 

These challenges are compounded by the reality that many pupils with complex needs are placed in mainstream settings that were not designed for them. With specialist placements increasingly limited, schools are left trying to meet high levels of need within systems and structures that often lack the flexibility, resources, or training to do so well. 

Improving attendance in this context isn’t about chasing compliance. It’s about creating environments that make children feel safe, valued, and understood, even when the setting isn’t perfect. 

Not all SEND pupils arrive with a diagnosis. For many, needs emerge during their time in school, sometimes gradually, sometimes suddenly. A change in behaviour, heightened anxiety, social withdrawal, or a refusal to attend may be the first signs of something deeper. Schools must be equipped to spot these indicators early and respond with curiosity, not blame. Staff need the awareness to recognise sensory differences, communication barriers, or trauma responses—not as ‘challenging behaviour’, but as potential signs of neurodivergence or unmet emotional need. Too often, when these needs go unrecognised or unsupported, behaviour becomes the focus instead of the language of distress it often is. This can lead to punitive responses—most notably, suspensions. Data continues to show that pupils with SEND are disproportionately suspended from school, not because they are ‘defiant’, but because their behaviour reflects unmet emotional, sensory, or cognitive needs. Emotional dysregulation is not defiance—it’s a sign of overwhelm. Suspension, in these cases, often compounds the issue. It disconnects the child further and sends a message that their needs are too much. Instead, schools must lean into relational, trauma-informed approaches that prioritise co-regulation, not exclusion. 

Creating a culture where staff feel confident to raise concerns, where pupil voice is heard even when unspoken, and where early help is prioritised, is essential. When schools act early, before needs escalate into crisis, they not only support attendance, they support dignity. 

Whether a SEND pupil is starting school for the first time, moving mid-year, or entering a new setting, first impressions matter. A strong start requires more than logistics, it requires trust. 

A meaningful welcome begins with connection between the school, the pupil, and their family. This is not just about gathering practical information (diagnoses, current support, external agencies). It’s an opportunity to understand the family’s experience, especially if past interactions with mainstream education have been difficult. The pupil’s voice, however it is expressed, must be central. Trust built early is what keeps a child coming back. 

The move to secondary school can be a moment of acute vulnerability for SEND pupils. The scale, the noise, the number of people—all can heighten anxiety and lead to disengagement. Many schools see attendance dip from Year 7 onwards. 

This isn’t inevitable. Transition support should begin early, ideally from Year 5 or 6, not just in the final term of Year 6. Pupils benefit from multiple visits, supported by familiar adults, and early introductions to key staff—especially the SENDCo, pastoral leads, and a trusted daily contact. 

Information-sharing between schools must go beyond academic attainment to include emotional, social, and sensory profiles. And parents, often anxious after previous transitions, must be treated as equal partners, not observers. Done well, transitions can provide stability and hope. Done poorly, they can be the starting point of school refusal. 

SEND pupils thrive when they are seen, known, and understood. That begins with relationships. 

Assigning at least one or two key adults from the outset creates a stable point of contact and builds a bridge between home and school. Where there is anxiety, previous trauma, or significant need, a phased start can make all the difference. Taking time to build safety from day one helps prevent disconnection later. 

Once a pupil begins their placement, all relevant staff must be properly briefed. This includes more than EHCPs or labels—it must cover behaviour patterns, communication needs, triggers, sensory sensitivities, and preferred strategies. When information is missing or inconsistent, children notice—and trust breaks down. 

Equally important are clear, consistent boundaries underpinned by a relational approach. Behaviour policies must support regulation and resilience, not just control. Access to safe spaces, predictable responses, and regular reviews of wellbeing all contribute to a culture of safety where attendance can be sustained. 

Physical presence in school does not always equal access to learning. Some pupils attend daily but remain withdrawn, isolated, or disengaged—often spending hours in side rooms or removed from their peers. This isn’t education; it’s containment. 

SEND provision must offer more than a place to be—it must provide a meaningful opportunity to learn, connect, and grow. Education should be relevant, responsive, and rooted in the child’s identity. Inclusion isn’t about proximity to peers—it’s about purposeful participation. 

Many children with high or complex SEND needs remain in mainstream because there are simply not enough specialist places. This situation is far from ideal—but with the right support, it can work. 

Making mainstream settings viable for these pupils requires serious and sustained commitment. Schools must invest in enhanced in-house provision and ensure specialist staff are available. All staff need ongoing training and reflective supervision to build their confidence and capacity. 

Parents must be treated as equal partners—consulted in planning and included in regular reviews. Transitions, whether into school or across key stages, should be planned gradually and flexibly to meet individual needs. 

This work is demanding and resource-intensive, but it is necessary. Simply placing a child in mainstream without the infrastructure to support them isn’t inclusion—it’s compromise, often at the child’s expense. 

Schools must be honest about what they can offer and advocate fiercely when more is needed. In the absence of specialist alternatives, mainstream provision must evolve: flexible spaces, therapeutic practices, and truly individualised pathways are no longer optional—they’re essential. 

When done well, the result is more than improved attendance. It’s dignity. It’s safety. It’s the beginning of real inclusion. 

For SEND pupils, consistent attendance follows from a consistent sense of safety and significance. That begins with the first interaction, the first transition, the first adult who says: We see you. We’ll work with you. 

Whether it’s a child’s first day at school, a mid-year move, or the leap to secondary, the start matters most. When schools get this right—with empathy, flexibility, and meaningful partnership—attendance becomes a reflection of connection, not compulsion. 

And when a child feels truly known, included, and supported, they don’t just show up.
They stay. They grow. They thrive.