The attendance crisis in FE means engagement needs a rethink

Many colleges in the UK are facing a major problem, with attendance rates continuing to slide. Ofsted and sector bodies have raised concerns that attendance in further education remains below pre-pandemic levels, with disadvantaged learners affected the most. There is a strong link between poor attendance and weaker outcomes, higher drop-out rates and reduced progression into employment or higher education. The problem is that the sector is treating attendance as a compliance issue rather than a systemic problem.

Attendance is not about students being lazy or a lack of motivation. Learners in FE must often balance their work life, family responsibilities and long commutes. For many other students, mental health challenges, financial stress or feeling they don’t belong in the college setting can be barriers.

The Sutton Trust highlights that working-class learners are more likely to take on paid work during college, which will impact their attendance for class. The Association of Colleges highlighted its concerns that increasing numbers of students are missing classes due to engaging in paid work, reflecting wider cost-of-living pressures. Transport challenges, including affordability and accessibility also continue to present barriers to regular attendance, particularly for learners in rural areas.

The pandemic normalised hybrid learning. Jisc’s FE digital experience data shows learners value digital access to resources, flexibility and convenience, and cost factors (including travel) influence how and when they choose to attend in person.

The current approaches used look to focus on monitoring and sanctions. Colleges are using text alerts, parent calls, disciplinary meetings. While these measures have a place and can work, they are not addressing the root of the problem, which is disengagement. In some cases, they can isolate learners further.

Instead, FE needs to rethink attendance as part of the wider learner experience. Engagement must be seen as belonging, relevance and flexibility, not just putting bums on seats.

What can FE do differently?

• Flexible timetabling. Colleges could explore to adapt timetables or have hybrid sessions to fit with work and caring commitments.
• Financial support. Essential to ensure that bursaries and hardship funds are easily accessible to reduce economic barriers to attendance.
• Belonging and culture. The Education Endowment Foundation notes that learners are more likely to continue when they feel part of a supportive community. Mentoring schemes, peer networks and student voice opportunities will help student engagement in college.
• Rethink measurement. Instead of simply tracking attendance, FE should consider looking at engagement in various forms – getting students to participate in online forums, project work or vocational placements.
• Support for wellbeing. Recent NHS data shows a significant rise in mental health conditions among 17–19-year-olds, with about one in four experiencing a probable mental disorder. Embedding wellbeing services in colleges is no longer optional if attendance is to be improved.

Why this matters now

The government’s skills agenda relies on FE producing confident, work-ready learners. However, this cannot be achieved if high-quality skills outcomes are undermined with low attendance. Employers are not looking just for qualifications. They require learners with the resilience and commitment that come from engaging fully in education.

Colleges tackling attendance creatively will not only improve outcomes for their learners, they will also enhance their position in a competitive skills landscape.

As someone working in educational leadership, I know that attendance is significantly more than counting who is in the room. It is about creating environments where learners want to be and removing barriers so that they can attend. Engagement should be designed into timetables, teaching and student support. Otherwise, attendance will remain a problem moving forward.

FE needs to move away from treating attendance as a box-ticking exercise. Leaders should see it as a lens through which to understand wider issues of equity, belonging and support. If colleges can adapt and make a change, attendance will rise – not because learners are being forced to be there, but because they want to.