In simple language

What leaders should take from the research

01

Trial finding: the overall estimate was small and uncertain. BITUP randomly assigned families within England secondary schools in 2023–2024. Eligible pupils receiving messages had an estimated 0.21 fewer absence days over five half-terms, but the 95% confidence interval ranged from 0.45 fewer to 0.02 more days (p = 0.073). The overall effect was not conclusive. Gold et al. (2025)

02

Process finding: context affected reception. The evaluation described concerns when messages reached families dealing with complex absences and found no evidence that messaging freed staff time for other attendance support. Those process accounts explain implementation issues; they do not estimate the effect of a different support package. Gold et al. (2025)

03

Guidance: combine data with support. Attendance Works’ US principals guidance recommends a schoolwide attendance culture, data to identify support needs, staff capacity and resources. This is practice guidance, not a trial of a universally effective strategy. Attendance Works (n.d.; guidance)

04

Proposed action: ask what prevents participation. Review patterns and talk privately with the learner and family. Possibilities to investigate include health, transport, caring demands, safety, belonging, communication or unmet learning support. These are prompts, not diagnoses.

Evidence strength and limits

Useful, with boundaries

BITUP studied a particular messaging approach in England secondary schools with developer support. Family randomisation within schools creates a possible spillover risk. The original evaluation is dated October 2025; the current project page’s completion label is separate from that report date. US Attendance Works guidance has different institutional assumptions. These sources do not validate a local barrier checklist or establish gains in student learning.

For your next leadership meeting

Seven questions for your leadership team

Use the prompts to examine your own context and decide what, if anything, to change.

  1. What attendance pattern requires a decision?

    • Which period and denominator are we using?
    • Is the record accurate?

  2. What does the learner say?

    • Does the family recognise the pattern?
    • What might the recorded reason miss?

  3. What barrier can we influence?

    • Is this information, access, safety or another need?
    • Who can help investigate appropriately?

  4. Does the response fit the barrier?

    • What must change for participation to become possible?
    • What would a reminder leave unresolved?

  5. How will communication be received?

    • Is the language accessible and respectful?
    • Who should review a message before it is sent?

  6. What should we measure?

    • Did the support reach the learner?
    • Did the barrier and attendance pattern change?

  7. What can we claim after review?

    • What else might explain a change?
    • When should we adapt the response?

How can leaders distinguish a pattern from a cause?

An absence code or attendance percentage describes a record, not necessarily the reason behind it. Check whether records are accurate, what sessions were available, how mobility or reduced timetables affect the denominator, and whether absence is concentrated by day, lesson or transition. Ask families and learners what the pattern misses. Keep identifiable accounts out of public reports.

Proposed school action

These are Cited Leadership discussion proposals, not a tested intervention package.

  1. Define the pattern and period. Report days or sessions missed alongside the attendable denominator; distinguish whole-school averages from individual support needs.
  2. Listen before selecting a response. Agree what the school can change and which support partner may be needed, following local safeguarding and referral processes.
  3. Match response to barrier. Clearer information may help a communication problem; transport or access needs require a different action. Do not assume a reminder is enough.
  4. Review both support delivery and participation. Ask whether the action reached the learner, whether the barrier changed and whether contact felt useful.

Follow the attendance definitions, consent rules and duties in the school’s jurisdiction. This brief does not provide guidance on penalties or statutory enforcement.

Primary sources

References

  1. Gold, N., Bowen, S., Ratajczak, M., Zhuo, S., Sexton, O., Stothard, P., Doran, H., Skowron, L., Bosch, O., & Cornel, P. (2025). BITUP: Updating parents on number of school days missed, a two-armed cluster randomised trial. Evaluation report. Education Endowment Foundation and Youth Endowment Fund. October 2025.
    Design
    Two-arm trial with family-level randomisation within schools, plus implementation/process evaluation.
    Setting
    Years 7–11 in England state-maintained secondary schools during 2023–2024; 108 schools initially, 105 in final analysis.
    Material actually reviewed
    Original report title, executive summary and outcome table, trial design and conclusions/limitations (PDF pp. 1, 7–8, 19–23, 89–92); source result table visually checked. Current EEF project summary also reviewed.
    Limitations
    Overall absence estimate crosses no effect; developer-supported delivery, possible spillover and local messaging systems limit transfer. Outcomes do not establish student learning gains.
    Producer
    Verian (independent evaluator); intervention developed by Behavioural Insights Team.
    Funding
    Education Endowment Foundation and Youth Endowment Fund.
    Source reviewed
    12 October 2026

    Reviewed source route

  2. Attendance Works. (n.d.). Principals. Guidance for educators. Retrieved 12 October 2026.
    Design
    Practitioner guidance, not an impact evaluation.
    Setting
    United States schools/districts.
    Material actually reviewed
    Original principals page and linked strategy descriptions; full toolkit not reviewed.
    Limitations
    Tiered support is a practice framework; local definitions, duties and support systems differ across jurisdictions.
    Source reviewed
    12 October 2026

These questions are prompts for local discussion. The cited research does not determine what any one school should do.