School attendance across both England and the United States has taken a significant hit since the Covid-19 pandemic, with disadvantaged children bearing the brunt of the crisis. Recent findings from The University of Manchester, published on November 25, 2025, and echoed in new data from the Oregon Department of Education released just a day earlier, paint a sobering picture: not only have attendance rates failed to rebound to pre-pandemic levels, but the gap between rich and poor students is widening, leaving many vulnerable children further behind.
According to experts from The University of Manchester, school attendance in England remains stubbornly below pre-pandemic rates for many children, especially those facing economic hardship or special educational needs. Their research, part of the Child of the North #ChildrenFirst series, highlights that children with Education Health and Care Plans are seven times more likely to miss more than half of their school sessions. Similarly, pupils eligible for Free School Meals are four times more likely to have severe absences. Perhaps most starkly, suspensions are nearly four times higher for students with special needs or those living in poverty.
Professor Caroline Bond, who co-led the research with Dr. Luke Munford, did not mince words about the urgent need for reform. "Too many children are being failed by a system that doesn’t meet their needs," she said, emphasizing that school absence is often more than just skipping lessons—it can signal families in distress or children struggling with mental health challenges. The researchers argue that rebuilding trust, bolstering mental health support, and making schools more welcoming are crucial steps toward ensuring every child has the opportunity to thrive.
The Child of the North campaign, which unites universities across Northern England, is calling for a comprehensive approach to address the attendance crisis. Their recommendations include the creation of Family Hubs to provide early help and activities supporting school readiness, more flexible educational pathways such as apprenticeships and internships, and enrichment activities that go beyond traditional academics. They also stress the importance of mental health and career support, fostering stronger relationships between teachers, students, and parents, and—perhaps most importantly—involving young people in the decisions that affect their education. As Professor Mark Mon-Williams, leader of the campaign, put it, "If we want to give every child a fair start in life, we need to fix attendance—and that means fixing the barriers that stop children from feeling they belong in school."
Baroness Anne Longfield, founder of the Centre for Young Lives, echoed the call for urgent action: "Every missed day of school means a missed opportunity. This research shines a light on the urgent need to fix attendance and make sure every child gets the education they deserve." The message from both researchers and advocates is clear: without intervention, the long-term effects of the pandemic on educational inequality could be profound and lasting.
Across the Atlantic, similar trends are emerging in Salem, Oregon, where the Oregon Department of Education's latest figures reveal that over 15,000 local students were chronically absent in the last school year. As reported by Salem Reporter on November 24, 2025, most schools in the district have yet to recover their pre-pandemic attendance rates. The disparities are especially pronounced in schools serving predominantly low-income students, where attendance dropped further during the pandemic and has been slower to recover.
Regular attendance in Oregon is defined as attending at least 90% of school days. Students who fall below this threshold are considered chronically absent—a situation that now affects thousands more than before Covid-19 struck. The Salem Reporter has made attendance data for the past three years, plus the pre-pandemic 2018-2019 school year, publicly available to help families, educators, and the community understand the scope of the problem.
The numbers tell a story that is all too familiar: the pandemic did not create educational inequality, but it certainly deepened existing cracks in the system. Schools with higher concentrations of low-income students saw attendance rates plummet during the crisis, and recovery has lagged behind wealthier schools. The reasons are complex—ranging from economic instability and family health concerns to the ongoing effects of trauma and mental health struggles brought on by the pandemic.
Education experts on both sides of the Atlantic agree that attendance is about much more than simply being present in a classroom. It is closely tied to a child's sense of belonging, mental well-being, and future prospects. When students are absent, they miss not only academic instruction but also opportunities for social development, extracurricular engagement, and access to support services that may be essential for their growth.
So, what can be done? The recommendations from the Child of the North campaign offer a blueprint that could resonate far beyond England. Family Hubs, for example, could serve as a lifeline for families in need, providing everything from parenting advice to after-school activities. More flexible educational routes—such as apprenticeships, internships, and vocational training—could help keep older students engaged, especially those who might not thrive in a traditional academic setting. And by involving young people in decisions about their education, schools can foster a sense of agency and belonging that is crucial for regular attendance.
Meanwhile, in Salem, the transparent publication of attendance data is an important step toward accountability and community engagement. By making it easy for families and educators to see how their local schools are performing, the hope is that targeted interventions can be developed to support the students who need it most. As the Salem Reporter notes, anyone can view their local school’s report card online, which includes not just attendance data but also test scores, demographics, and more.
Yet, the path forward is not without challenges. In both England and Oregon, addressing chronic absenteeism will require sustained investment—not just in schools, but in the broader social safety net that supports families. Mental health services, affordable childcare, and community-based programs will all play a role in helping children return to the classroom and stay there. And as the data show, a one-size-fits-all approach is unlikely to succeed; interventions must be tailored to the unique needs of each community and each child.
As policymakers, educators, and families grapple with these challenges, one thing is clear: the stakes could not be higher. Every day a child misses school is a day of lost opportunity—a gap that, left unaddressed, could widen into a chasm. The call to action from both sides of the Atlantic is unmistakable: it’s time to put children first, break down the barriers to attendance, and ensure that every student has the chance to succeed.
