The Lost Learning Crisis: Data-backed causes behind rising school disengagement

A growing crisis of lost learning is sweeping through England’s schools; threatening attainment, future employment prospects, and the country’s broader growth ambitions. The IPPR report “Who is losing learning? Finding solutions to the school engagement crisis” highlights stark trends:

• Suspensions and exclusions rose by around one-third in just a year.
• Elective home education saw a significant surge.
• Absence rates have doubled compared to pre-pandemic levels.
• For every child permanently excluded, about 10 more silently drop out.

But behind these numbers lies a complex web of causes, informed by broader data:

1. Post-pandemic disruption and shifting attitudes

Absence levels surged post-COVID, not only due to illness but also because families’ and schools’ attitudes toward attendance shifted. Restrictions, disrupted routines, and new norms have eroded expectations for regular in-person learning.

2. Mental health challenges

One in five young people now likely experiences a mental health issue, which is strongly linked to authorised absence rates. For autistic students especially, unmet mental health needs are exacerbating absenteeism; over 25% of autistic children are persistently absent, with many reporting feeling denied an education.

3. Unmet Special Educational Needs (SEN)

Over 1.7 million pupils in England now have SEN, and absence rates among those with Education, Health, and Care Plans (EHCPs) are substantially higher – sometimes more than double – than those without SEN. Many families struggle to secure tailored support, further pushing children toward disengagement or home education.

4. Socioeconomic disadvantage and poverty

Persistent absence is overwhelmingly concentrated among disadvantaged children. In the 2023–24 academic year, rates were approximately 37% for those on free school meals or from disadvantaged backgrounds, far higher than the 21% average. Parents also cite caring responsibilities, long-term illness (including long COVID), and school inflexibility as key barriers.

5. Punitive policies and school practices

School policies such as exclusions or managed moves often push vulnerable students out of mainstream settings without robust monitoring. IPPR notes that for every permanent exclusion, there are around ten “hidden” cases – children moved around or withdrawn without proper oversight.

Early intervention from Limitless CIC

At Limitless CIC, we believe the best way to tackle the lost learning crisis is before young people disengage completely. Our approach is built on early intervention – reaching those at risk through practical support, inspiring role models, and consistent relationships.

We do this by:

• Delivering in-school talks that raise aspirations, challenge limiting beliefs, and help young people see a positive future for themselves.
• Providing targeted mentoring for pupils showing early signs of disengagement including low attendance, behavioural changes, or a drop in achievement, to address issues before they escalate.
• Building confidence and motivation through real-life success stories, skills workshops, and guidance on career and training pathways.
• Equipping schools and communities with strategies to better spot the warning signs of disengagement and respond in supportive, non-punitive ways.

By stepping in early, Limitless CIC aims to keep young people connected to learning, improve their life chances, and reduce the need for more costly interventions later. We see prevention not only as the most compassionate route, but the most effective.