In a busy secondary school, it’s easy to think that attendance is primarily the responsibility of pastoral teams or attendance officers. But subject teachers play a crucial role, often without even realising it. Sometimes, just one trusted relationship with a teacher is enough to bring a pupil into school and help them feel like they belong once they are there. 

When a pupil has been absent, the way we welcome them back matters. Rather than asking in front of the class why they were off, which can feel embarrassing or intrusive, a quiet, friendly word can go a long way: “Good to see you back. I’ve kept your work to one side — let me know when you’ve got time and I’ll help you catch up.” This small moment tells the pupil: you matter, I noticed you were absent, and I’m glad you’re back. 

It is also important to offer a manageable way for pupils to catch up. Missing lessons can be overwhelming, especially for those already struggling. A clear plan, even if it’s just offering 10 minutes after school or sharing a summary of missed content, can take the pressure off. It helps pupils re-engage with learning, rather than feeling left behind. 

If a pupil’s attendance becomes a concern, subject teachers are often the first to notice—such as a drop in engagement, missed homework, or increased quietness in class. In these cases, it’s important to consult with the Head of Department, pastoral team, and attendance officer to explore the wider context. Together, they can identify potential patterns: Are absences linked to specific days, subjects, or environments? Is the issue isolated to your class or part of a broader trend? Cross-departmental discussions may be necessary to fully understand and address the underlying causes. 

It is also worth reflecting honestly: is there a possible personality clash? Could a different group or approach better suit the pupil? These are not easy questions to ask, but they are important if we want to put the child’s needs first. 

Supporting attendance isn’t the job of one team — it’s a shared responsibility. We should never assume someone else is already addressing it. Just like safeguarding, concerns about attendance should be passed on rather than kept to ourselves. A child being absent from education for prolonged periods or on repeat occasions can be a sign of wider safeguarding issues. Every member of staff has a role to play in helping pupils feel they belong. 

Ultimately, our goal isn’t to interrogate pupils about their attendance. It’s to create the kind of classroom culture where they want to return, and where they feel safe, seen, and supported when they do. 

Because sometimes, it’s not about asking why they were off.
It’s about giving them a reason to come back.