School leaders and teachers across the UK are facing an escalating challenge: school attendance is at a record low. For many schools, persistent absence is no longer an exception - it’s the daily reality. And behind every percentage point are young people whose futures are slipping further out of reach. In this blog, by Director of Programmes Torran Macdougall, we explore why absences are rising, the consequences of this, and ways to tackle the problem, driving re-engagement. 

In the last UK academic year (2023/24), 34 million days of lost learning were reported through absence, exclusion and suspension. Among year 11s – a pivotal group preparing for exams and one that School Of Hard Knocks (SOHK) works with - 27% missed at least 10% of school days (Impetus: Listening to, and learning from, young people in the attendance crisis report September 2025). That’s more than one in four pupils effectively writing off a crucial year of their education.

Each missed day is more than a negative mark on a register, however. It symbolises a child missing lessons, losing confidence, and feeling less connected to the community around them. This ripple effect can shape not only exam results, but also long-term life chances and the chance to fulfil their potential. 

Why Are Pupils Missing Out?

Absence isn’t simply a matter of sickness or truancy. Last year alone, suspensions led to over half a million lost school days. And while these figures make for stark headlines, they don’t reveal the deeper barriers pupils face. There are several reasons why many pupils don’t engage with school - mental health pressures and exhaustion, disengagement with school feeling like “a means to an end”, rather than a place to belong.

Without a sense of agency and enjoyment, many young people are weighing up the value of school against other priorities. What’s more, with the boom of social media, some are feeling that school isn’t necessarily the only way to achieve success in later life.

As The Education Hub notes: “Missing just 10 extra days a year reduces the likelihood of achieving a grade 5 in English and Maths GCSE by around 50%.”  

For schools, this isn’t just about safeguarding outcomes - it’s about safeguarding futures.

Creating Lasting Change

Schools are under immense pressure to tackle attendance, with strategies ranging from fines and data tracking to reward schemes with prizes and tech. While these can temporarily shift numbers, they rarely change mindsets.

Lasting change comes when young people rebuild trust, motivation and a sense of belonging. That’s where third-party interventions can make a real difference.

Why SOHK?

At SOHK, we work with schools every week of the academic year, providing consistent support for students who are most at risk of disengagement. Through rugby, mentoring, and consistent support we help young people who are at risk of being left behind to:

• Build confidence and self-belief
• Re-engage with school and learning
• Develop emotional regulation and control
• Safeguard their wellbeing and future

This isn’t a one-off workshop or 6-week course. SOHK’s schools programme is a psychology-informed framework, delivered over 2 years, designed to re-engage pupils not just with attendance, but with learning, relationships and their own potential.

Measuring Real Change

In 2024/25, SOHK worked with 877 young people across the UK. The results speak for themselves:

• 91% reported feeling more engaged in school
• 90% reported improved self-confidence
• 100% of school staff said they would recommend SOHK to other schools
• We delivered 1,965 sessions, expanding to 9 new schools

For many boys and girls on the programme, putting on the SOHK shirt is the first time they’ve felt they belong to something positive - something that sets them up to succeed.

It's stories like Asher's* that remind us why we do what we do. When Asher was first introduced to the SOHK Programme, he was shy, angry and lacking confidence. Years of hard work saw Asher transform from being socially anxious to a kind, humorous and energetic team leader.

“People used to take advantage of me,” he says. “Not anymore. I’ve got more confidence now and even work better with people I don’t know.”

SOHK sessions are not an escape from lessons or a “break” from school. We’re a partner to schools, creating complementary spaces within the timetable where pupils can reset, rebuild and re-engage - without stigma.

"SOHK has been incredibly beneficial for our young people. They have a noticeably increased sense of purpose in life, with improved attendance to school and more positive relationships." - An Educator, England School

The attendance crisis extends far beyond the pupils we currently support. But with every school we partner with, we prove that disengaged students can be brought back into education with the right approach.

If your school is facing rising absence and disengagement, SOHK can help you turn the tide. Find out how we can work with your staff and students here or contact us directly at [email protected].

*Name changed for privacy.