School Absenteeism: A Persistent Challenge in Australian Education
School absenteeism remains a significant issue in Australia, with profound impacts on students' learning and well-being. The experience of Mimi Highgate, 14, illustrates the personal dimension of this national challenge. Her difficulties began in year 4 during the COVID-19 pandemic, manifesting as school refusal—a condition where a student wants to attend but feels unable to do so.
Mimi reported symptoms of panic and anxiety, leading to frequent absences.
National Attendance Trends
Recent data paints a concerning picture of attendance trends across the country. According to Productivity Commission figures, national attendance rates for students in years 7-10 have fallen.
National attendance rates for years 7-10 dropped 4 percent since 2025, reaching 86.5 percent. The data reveals a clear age-related pattern: younger secondary students have higher attendance (89.5 percent in year 7) compared to their older peers (84.5 percent in year 10).
The decline is also evident at a state level. In Victoria, attendance for years 7-10 decreased from 92.4 percent in 2016 to 86.9 percent in 2025.
The Scale of the Problem
An analysis by The Grattan Institute quantifies the issue further, finding that over one in 10 Australian students are absent daily, with about 40 percent missing at least one day every two weeks.
These absences are equivalent to missing four weeks per year, or an entire year of schooling by the end of Year 10.
The analysis also highlights a sector disparity: the trend of absenteeism is more pronounced in government schools (84 percent attendance) compared to non-government schools (89.9 percent).
Understanding the Causes
Experts point to a complex mix of factors driving absenteeism, including:
- Student disengagement
- A lack of structure
- Challenging family circumstances
- Truancy
- Practical barriers (e.g., transport, cost)
- School refusal
A Case Study in Support
Mimi, who has ADHD, autism, and dyslexia, found support through the Hands on Learning program at Mount Eliza Secondary College. Developed by Save the Children, this initiative focuses on capability building and social-emotional goal-setting through practical activities like building, cooking, and gardening.
Mimi describes the program as a supportive and less overstimulating environment. Danielle Vaughan, principal of Mount Eliza Secondary College, noted the program's success for some students since its introduction in 2014 and emphasized the need for diverse strategies to address absenteeism.
Government Response and Targets
Education Minister Jason Clare pointed to some recent improvement, stating that attendance rates for years 1-10 improved to 88.8 percent in 2025, up from 88.3 percent in 2024.
The government has set a clear target to increase student attendance to over 90 percent by 2030.
The Personal Toll and a Path Forward
The impact of school refusal extends beyond statistics. Mimi's mother, Laura, highlighted the emotional toll and disruption caused by school refusal, stressing the importance of parental advocacy.
For Mimi, the supportive intervention has made a significant difference. Inspired by her positive experience in the Hands on Learning program, she now plans to pursue a career in trades.