{"id":175,"date":"2024-07-10T10:08:28","date_gmt":"2024-07-10T09:08:28","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/?page_id=175"},"modified":"2025-01-21T09:54:12","modified_gmt":"2025-01-21T09:54:12","slug":"attainment-achievement","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/causes\/attainment-achievement\/","title":{"rendered":"Attainment and Achievement"},"content":{"rendered":"\n
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Attainment and Achievement<\/h1>\n\n\n\n

Low attainment and achievement can impact attendance, creating a cycle where low academic performance leads to absenteeism which in turn exacerbates academic struggles. <\/p>\n\n\n\n

Impacts of Low Attainment and Achievement on Attendance<\/h2>\n\n\n\n

Decreased Motivation and Engagement<\/strong><\/h3>\n\n\n\n

Children and young people who struggle academically often find school less engaging, leading to a lack of interest and motivation to attend.  Consistent low academic performance and achievement may foster a sense of failure and hopelessness, discouraging children and young people from attending school.<\/p>\n\n\n\n

Increased Anxiety and Stress<\/strong><\/h3>\n\n\n\n

Children and young people with low attainment and achievement may fear judgment or embarrassment from teachers and peers, leading to school avoidance.  Anxiety related to assessments and evaluations may also cause children and young people to miss school on test days or during periods of high academic pressure. <\/p>\n\n\n\n

Social Emotional and Behavioural Issues<\/strong><\/h3>\n\n\n\n

Frustration with academic challenges can result in disruptive behaviour, leading to exclusions and other disciplinary actions that reduce attendance.  Some children and young people may choose to miss school to avoid the stress and pressure of academic expectations.<\/p>\n<\/div>\n\n\n\n

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Related Pages and Links<\/h1>\n\n\n\n

Individual Factors<\/h3>\n\n\n\n

ASN<\/a><\/p>\n\n\n\n

Age<\/a><\/p>\n\n\n\n

Anxiety and Mental Health<\/a><\/p>\n\n\n\n

Peer Relationships<\/a><\/p>\n\n\n\n

Physical Health<\/a><\/p>\n\n\n\n

Risk Taking Behaviour<\/a><\/p>\n\n\n\n

Social Isolation<\/a><\/p>\n\n\n\n

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School Based Factors<\/h3>\n\n\n\n

Culture and Ethos<\/a><\/p>\n\n\n\n

Curriculum<\/a><\/p>\n\n\n\n

Relationships<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n

Peer Relationships<\/strong><\/h3>\n\n\n\n

Low-achieving students may feel socially isolated or be excluded by peers, making school a less inviting environment.<\/p>\n\n\n\n

Struggling students can become targets of bullying, which can further discouraging regular attendance.<\/p>\n\n\n\n

Parental Influence<\/strong><\/h3>\n\n\n\n

Parents and carers of low-achieving children and young people may also feel disillusioned or unable to support their child\u2019s education, leading to lower prioritisation of regular attendance.  If parents convey negative attitudes towards school due to their own experiences or their child’s struggles, it can impact the child’s willingness to attend.<\/p>\n\n\n\n

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Strategies to Address Low Attainment and Improve Attendance<\/h2>\n\n\n\n

Personalised Learning and Support<\/strong><\/h3>\n\n\n\n

Tailoring learning and teaching to meet the diverse learning needs of children and young people can help engage those with low attainment.<\/p>\n\n\n\n

Providing additional academic support through tutoring and remediation programs can help struggling children and young people catch up.<\/p>\n\n\n\n

CIRCLE resource to support Inclusive Learning and Collaborative Working (Primary) | Education Scotland<\/a> (external link, opens in new window)<\/p>\n\n\n\n

CIRCLE resource to support Inclusive Learning and Collaborative Working (Primary) | Education Scotland<\/a> (external link, opens in new window)<\/p>\n\n\n\n

Autism and inclusive practice | Education Scotland<\/a> (external link, opens in new window)<\/p>\n\n\n\n

Dyslexia | Parentzone Scotland<\/a> (external link, opens in new window) <\/p>\n\n\n\n

Positive Reinforcement and Recognition<\/strong><\/h3>\n\n\n\n

Recognising and celebrating small achievements can boost children and young peoples’ confidence and motivation to attend school.<\/p>\n\n\n\n

Furthermore,  implementing attendance incentive programs that reward regular attendance and academic improvement can encourage children and young engaged. <\/p>\n\n\n\n

Enhanced Teacher-Student Relationships<\/strong><\/h3>\n\n\n\n

Establishing mentoring relationships between teachers and pupils can provide the support and encouragement needed to improve both attendance and attainment.<\/p>\n\n\n\n

Teachers who show empathy and understanding towards children and young peoples’ struggles can create a more supportive and motivating classroom environment.<\/p>\n\n\n\n

Nurture and trauma-informed approaches: A summary of supports and resources | Education Scotland<\/a> (external link, opens in new window)<\/p>\n\n\n