This statistic shows the truancy rate as reported by ** year olds in the United Kingdom and selected OECD countries in 2015. The highest rate was found in Montenegro, at ** percent. The United Kingdom was above the OECD average, whilst Japan had the lowest reported rate. Rather than being collected from schools, the data here represents the percentage of ** year olds who personally said in the PISA that they had skipped classes or days of school. The countries shown here are a selection of those tested and do not represent the full survey.

Analysis of pupil attendance at primary, post-primary and special schools in Northern Ireland, by school and pupil characteristics.

Source agency: Education (Northern Ireland)

Designation: National Statistics

Language: English

Alternative title: Attendance at primary and post-primary schools

This Statistical First Release reports on absence in primary and secondary schools, city technology colleges and academies. Source agency: Education Designation: National Statistics Language: English Alternative title: Pupil Absence in Schools

As of 2025, there were approximately 545,640 pupils attending private or independent schools in the United Kingdom, compared with 565,550 in the previous year.

Absence of day pupils in schools in England. The dataset includes the total number of day pupils of compulsory school age, the total number of possible pupil sessions (also known as pupil half days) and the percentage of half days missed due to authorised absence, unauthorised absence and total absence in all schools. Figures covering maintained primary and secondary schools only for these variables are also included.

Source: Department for Children, Schools and Families (DCSF)

Publisher: Neighbourhood Statistics

Geographies: Middle Layer Super Output Area (MSOA), Local Authority District (LAD), Government Office Region (GOR)

Geographic coverage: England

Time coverage: 2004/05 to 2007/08

Type of data: Survey (census)

This dataset contains information released by the Scottish Government relating to recorded attendance within Scottish Secondary Schools and accounts for half-day attendance figures. Information has been filtered to show Stirling Council schools.The data shown;Local Authority CodeLocal Authority NameSchool Seed CodeSchool NamePossible AttendanceAttendanceAttendance PercentageAuthorised AbsenceAuthorised Absence PercentageUnauthorised AbsenceUnauthorised Absence PercentageExclusionsExclusions Percentage

This project focused on children who are enrolled in school but attend irregularly, so their learning is interrupted in ways that negatively affect their learning outcomes. This form of 'learning poverty' is prevalent across government schools in southern Rajasthan’s Adivasi (tribal) belt where the project was located.

The project was a small, qualitative research study that addressed evidence gaps about the patterns and causes of interrupted learning and fragile attendance (ILFA), and about actors’ perceptions of accountability for children's learning in this context. It comprised three school sites purposively selected to include a primary school and elementary sections of a secondary and higher secondary school. The study focused on grades 2, 4 and 7. The study asked why, in any one school, some children are more or less regular in attendance, and what explains a child's pattern of presence and absence. It adopted a 'process tracing' approach anchored in analysis of daily attendance statistics to identify children’s attendance patterns, and how stakeholders understand and explain irregular attendance and its effects on learning progression. Using available school level quantitative data, the project generated a typology of learner attendance patterns that were more complex than actors had recognised. Using participant observation of classroom interactions and interviews with teachers, the project found that teachers’ pedagogical responses lacked the necessary nuance to be effective in response to differing attendance patterns. Observations and interviews also revealed that systemic monitoring of attendance was highly performative and focused on incentive schemes rather than learning progression. Profiles of households were generated using semi-structured interviews, and analysed to understand household priorities and factors positively or negatively associated with regular school attendance at the household level.

Data presented here is an extract of data relating to the attendance and absence of pupils at Glasgow's Secondary Schools. Attendance and absence information is provided to the Scottish Government by the local authorities and managers of mainstream grant-aided schools. This data does not provide information on attendance and absence in grant-aided special schools, independent schools or pre-school establishments. The data is measured in half days based on 380 half day academic school year. Data is provided for: the total number of half days possible; the number of half days Attendance in School or on other authorised educational activities; Authorised Absences; Unauthorised Absences; and Exclusions. Further details of the meanings and attributes can be found in the data dictionary supplied. Data is graduated to school level and covers the period 2003/2004 - 2012/2013. Full datasets for Scotland can be obtained from this link. Data correct at time of upload 2014-08-22T14:37:00). Licence: None

Provides information about exclusions from schools in England. Reports trends in the number of permanent and fixed-period exclusions. Source agency: Education Designation: National Statistics Language: English Alternative title: Permanent and Fixed Period Exclusions from Schools in England

Absence from school and employment in the UK because of health reasons and respiratory illness, including breakdowns by age, sex and work sector over time. Self-reported data from the Coronavirus (COVID-19) Infection Survey.

Data shows the attendance rates of pupils in publicly funded primary and secondary schools by Glasgow Data Zones and for the academic years between 2003/2004 to 2010/2011. Information is taken from attendance returns linked to the September Scottish Pupil Census, for the relevant year, for publicly funded schools. The data does not include : - pupils attending special schools; - pupils attending independent schools; - pupils educated outwith the school education system (for example at home); - adults attending publicly funded secondary schools. More information on the methodology used is included in the metadata among the resources. (c) Crown copyright, 2014. Data supplied by Scottish Neighbourhood Statistics Website Licence: None

Bradford school dataset. This dataset includes

• The information relates to school fines for the academic years 2015-16 and 2016-17.

• Primary School Admission Arrangements - The dataset on page 18 of the 'Guide for Parents about Admission Arrangements to Primary School 2017-2018'. This includes information about the school type, nursery (number per session), applications numbers for the year 2017 and the admission numbers for 2018.

• Secondary School Admission Arrangements - The dataset on page 17 of the 'Guide for Parents about Admission Arrangements to Secondary School 2018-2019'. This includes information regarding the school type, the application numbers for the year 2017 and admission number for 2018.

• Information for the years 2014-2024, relating to schools under local authority control for 10 months or longer, before transferring to academy trusts.

• Key contact information for schools in Bradford.

More Information

Link to school attendance and absence