National policy, including Included, Engaged and Involved Part 1, Getting It Right for Every Child (GIRFEC) and The Promise, is clear that improving attendance requires a relationship-based, inclusive and rights-focused approach. For care experienced children and young people, attendance must be understood in the context of their lived experience, recognising that trauma, placement instability and disrupted relationships can significantly impact engagement with school.
The Children and Young People (Scotland) Act 2014 places corporate parenting responsibilities on schools and education services to actively promote the wellbeing, rights and outcomes of care experienced learners. This includes ensuring they are supported to attend, participate and achieve on an equitable basis with their peers.
In line with Included, Engaged and Involved, attendance should not be viewed solely as a percentage or compliance measure. Instead, schools should adopt a compassionate, curiosity-driven approach, using the GIRFEC National Practice Model and Wellbeing Indicators (SHANARRI) to understand the underlying reasons for absence and to provide proportionate, timely support.
Effective practice includes robust, child-centred tracking and monitoring of attendance, attainment and wellbeing, alongside strong multi-agency collaboration. This ensures early identification of concerns, coordinated intervention and continuity of support, particularly during periods of transition or change in care arrangements.
By embedding nurturing, trauma-informed approaches and fulfilling their corporate parenting role, schools can reduce barriers to attendance and support care experienced children and young people to feel safe, included and engaged in their education.
