Main messages

The following main messages highlight key findings from inspections carried out during the 2024 to 2025 academic year.

Attendance has improved slightly but remains below pre-pandemic levels

Overall attendance in Scotland’s schools increased to 91.0% in the 2024 to 2025 academic year but remains below the 93.0% recorded in the 2018 to 2019 academic year. Authorised absence and persistent absence have both reduced, but levels of absence remain a significant concern.

Low attendance remains strongly linked to disadvantage and additional support needs

Children and young people living in the most deprived areas and those with additional support needs continue to have lower attendance than their peers. Although some gaps have narrowed slightly, inequalities remain clear and require targeted action.

Most schools monitor attendance, but consistency and coding need to improve

Many schools have effective systems for analysing attendance data and identifying patterns. However, the use of attendance codes and thresholds varies too widely, and in some schools, data is not tracked or coded robustly enough to support accurate monitoring and timely intervention.

Effective improvement relies on relationships, shared responsibility and early support

Strong practice is characterised by senior leaders making attendance everyone’s responsibility, setting clear expectations, and using nurturing relationships to strengthen pupils’ sense of belonging. Early relational support, such as daily check-ins with trusted adults, can help address concerns before absence becomes more entrenched.

Targeted interventions are helpful, but their impact is variable and needs stronger evaluation

Schools use a range of approaches, including wellbeing support, family engagement, partner agency work, Pupil Equity Fund (PEF)-funded staffing and alternative learning environments. These approaches are improving attendance for some pupils, but overall impact is inconsistent. Schools need to measure more clearly which interventions are improving attendance and attainment.