Addressing Attendance Disparities for Autistic Students: Unmet Needs and Resource Gaps

A recent comprehensive study led by the University of Otago reveals significant attendance disparities among autistic pupils, particularly at a young age. The research highlights that autistic students are less likely to attend school regularly, with the attendance rate at 55.3% compared to 62.5% for non-autistic peers. Over a typical 13-year schooling period, this results in autistic students missing approximately 78 more days of school on average.

The study emphasizes that this gap does not stem from individual shortcomings but points to systemic issues within the education system, which struggles to effectively support diverse needs. Insufficient resources, such as a lack of dedicated teacher aides, limited funding for the Ongoing Resourcing Scheme (ORS), and a shortage of autism-specific professional development for educators, contribute significantly to attendance challenges.

Autistic pupils often miss school due to medical reasons or disabilities, which are more prevalent among this group. Factors like anxiety, bullying, sensory overload, and social difficulties—common among autistic children—can lead to school refusal and absenteeism. Additionally, some parents report schools requesting partial attendance, which conflicts with policy and hampers full inclusion.

The research found particularly high attendance gaps among children aged 5 to 11, highlighting the impact of autism-related social, communication, and behavioral challenges, which tend to diminish with age. Despite existing national strategies aimed at improving attendance, there is a notable lack of specific focus on students with disabilities, especially autistic students.

Experts call for urgent policy changes, including increased funding for in-class supports, autism-specific training for teachers, and flexible learning options. Ensuring that autistic students can attend school full-time without undue pressure or resource limitations is crucial. The study underscores the need for inclusive education practices that support the well-being and academic success of autistic children, advocating for a systemic shift towards better resource allocation and tailored support to foster truly welcoming learning environments.

This research provides vital insights for policymakers and educators, setting the stage for evidence-based strategies to reduce attendance disparities and promote equitable education for all students.

Source: https://medicalxpress.com/news/2025-04-gap-autistic-pupils-linked-unmet.html