Publication - Advice and guidance

Included, Engaged and Involved Part 1: Improving Attendance in Scotland's Schools

Published: 18 March 2026
From: Cabinet Secretary for Education and Skills
Directorate: Learning Directorate
Topic: Education
ISBN: 9781806436828

Guidance for schools and education authorities in Scotland on the national approach to promoting and managing attendance in Scottish schools

Supporting documents

Introduction

Purpose

All children and young people have the right to an education and to be provided with the support that they need to reach their full potential. Attendance at school is crucial to support children and young people’s wellbeing, attainment and achievements.

Included, Engaged and Involved Part 1 sets out the national approach to promoting and managing attendance in Scottish schools. It recognises the collective responsibility to support children and young people to attend school and actively engage with their learning. It seeks to support all those caring for, or working with, children and young people in an educational setting, to promote the importance of good attendance and work together to identify and respond to any barriers to attendance and engagement that may be impacting children and young people.

The guidance sets out measures for classifying and recording attendance and absence. It provides advice on how effective monitoring can support early intervention and inform both whole-school and targeted approaches, as part of a staged intervention model, to meet the needs of individual children and young people. The guidance aligns with existing GIRFEC and child protection guidance and supports schools and education authorities to comply with their safeguarding responsibilities.

This document replaces the previous version of Included, Engaged and Involved Part 1, published in 2019.

Development of the guidance has been supported by the School Attendance Working Group and is informed by engagement with children and young people and parents.

Who this guidance is for

This guidance is for education authorities, public schools and staff and is designed to support them in the design, application and review of their own attendance policies and procedures. Education authorities and public schools should ensure that relevant staff are aware of this guidance and are supported to implement it. This guidance is also available to grant-aided and independent schools to consider when developing their attendance and absence policies.

It is expected that education authorities and public schools will use this guidance to review and, where necessary, revise their existing attendance policies and procedures, taking account of local circumstances and their legal responsibilities.^[1] It is essential that this process involves consultation with children and young people, parents, teachers and school staff, with meaningful opportunities for their full involvement in reviewing and designing attendance policies.

Relevant staff in appropriate agencies such as health and social work should consider this guidance in the context of fulfilling their responsibilities as part of a multi-agency approach.

This guidance may also be helpful for parents. Additional resources for parents and for children and young people are available from Parent Club.

While there is no statutory requirement for children to attend Early Learning and Childcare (ELC) settings, staff in these settings may also find this guidance useful as an indicator of good practice in the promotion of attendance and the prevention and reduction of absence, in particular working with families.

Legal status of the guidance

This guidance is non-statutory and is designed to assist public schools and education authorities in their consideration of policies related to attendance and absence. The guidance is not prescriptive, and each situation should be assessed on a case-by-case basis.

Public schools are responsible for ensuring that their policies, practices and information take full account of the relevant legal requirements and broader policy landscape as set out in the policy and legal context section of this guidance.

It is for education authorities to take their own legal advice on such matters, as appropriate.

Language used in this guidance

Attendance is defined by this guidance as participation in a programme of in-person educational activities arranged and agreed by the school. This includes physical attendance at school or at other locations organised by the school during school hours, such as in-person attendance at college, a work placement or another education setting. This is further discussed in the understanding attendance section.

This guidance continues to use inclusive, non-stigmatising language to reflect current policy on supporting attendance and managing absence.

Throughout this document the term parent(s) is used to apply to anyone with parental responsibility, including carer(s) and guardians, those providing a foster or residential placement, corporate parents, or the education authority where full parental responsibility rests with them.

This guidance refers to SEEMiS, the school education management information system. References to SEEMiS should be read as applying to any alternative system used by schools or education authorities.

Policy and legal context

The guidance is set within the context of overarching legislation and policies to support the learning and teaching of children and young people. This includes the:

The guidance is underpinned by the principles of the United Nations Convention on the Rights of the Child (UNCRC) which affirms every child’s right to education. It emphasises the responsibility to respect and uphold children’s rights in actions and decisions that affect them. Schools and education authorities should develop attendance and absence policies that fully reflect the principles of the UNCRC.

Included, Engaged and Involved Part 1 is set within the framework of early intervention and prevention, as set out within Curriculum for Excellence (CfE) and Getting it Right for Every Child (GIRFEC).

The guidance aligns with national guidance on child protection, promoting a partnership approach to ensure safeguarding responsibilities are fully embedded in attendance and absence policies.

Further details of the policy and legal context can be found in Appendix 2.

Why guidance is necessary

Absence from school, whatever the cause, disrupts learning and can negatively impact children and young people and their outcomes.^[2] Poor attendance can prevent children and young people from gaining the knowledge, skills and attributes to become successful learners; confident individuals; effective contributors; and responsible citizens. Research suggests all forms of absence can negatively impact achievement and attainment and poor attendance at school can lead to, or intensify multiple social, educational, and lifelong socio-economic disadvantages.^[3]

Evidence also tells us that there are some children and young people who are more vulnerable to low attendance which may have a further negative impact on their achievements and outcomes and drive inequality. Absence should be understood as a potential signal of underlying wellbeing concerns, requiring a sensitive and holistic response. Persistent absence can lead to, or exacerbate, social and emotional difficulties, weakening a child’s connection to school and increasing the risk of poorer outcomes. Some children and young people may experience emotionally based school avoidance (EBSA) where they feel fear or anxiety about school, making it difficult for them to attend. This can create a cycle of anxiety and disengagement, making it harder for children or young people to return. Poor attendance can also place significant strain on families, intensifying stress and complicating efforts to support a child’s return to school. Addressing these challenges often involves coordinated multi-agency and third sector support, working together to reduce barriers and promote positive engagement.

Contact

Email: incluedu@gov.scot

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