Recent Case Studies
Read more from our latest wave of mentees and their mentors, seeing the work that our mentors are conducting across England.
Our mentors work with their mentees to build successful and collaborative relationships that help identify not only barriers but solutions where possible to help improve each pupil’s levels of attendance. We and our partners understand that the impact of low attendance on pupils can manifest in reduced attainment levels, negatively impact a pupil’s wider life-chances, and increase the possibility of developing risky behaviours. As such, it is incredibly important that we – working alongside parents, carers, schools, and local authorities – understand why pupils are absent, and establish what works best as support for each pupil’s individual needs.
*Pupils' names, where mentioned, have been changed for anonymity.
Wave 2:
Blackpool
Through the Attendance Mentoring Programme in Blackpool, a secondary-aged pupil with a history of persistent absence made clear progress in re-engaging with education. Targeted 1:1 mentoring focused on emotional regulation, routine-building, and addressing barriers linked to anxiety and disengagement. Close collaboration with school staff and family helped create consistent expectations and practical strategies to support daily attendance. Over the course of the programme, the pupil’s attendance improved significantly, alongside increased confidence, calmer behaviour in school, and more positive engagement with learning.
Hartlepool
In Hartlepool, the Attendance Mentoring Programme supported a pupil whose attendance had been impacted by emotional overwhelm and difficulty managing school expectations. Through structured weekly mentoring, the pupil developed coping strategies to manage stress and build confidence in attending regularly. Adjustments within school, combined with strong communication between home and mentor, helped reduce avoidance behaviours. As a result, attendance improved steadily over the programme period, with school staff noting improved emotional regulation and greater participation in lessons.
Hastings
The Hastings case study highlights how consistent mentoring and tailored emotional-regulation support helped a pupil overcome long-standing attendance challenges. The programme worked closely with the school and family to identify triggers, establish routines, and rebuild trust in the school environment. Over time, the pupil’s attendance increased, supported by improved self-confidence and reduced anxiety around school attendance. Staff reported a noticeable improvement in engagement, wellbeing, and willingness to remain in school throughout the day.
Ipswich
In Ipswich, a Year 10 pupil with attendance previously at just 44% made significant progress through the Attendance Mentoring Programme. With consistent 1:1 mentoring, targeted emotional-regulation strategies, and close collaboration between home and school, the pupil developed practical coping tools to manage bullying-related anxiety. Environmental adjustments and opportunities such as work experience helped him feel safer attending regularly. As a result, attendance rose to 68%—a 24-percentage-point improvement—alongside clear gains in wellbeing, confidence, and engagement with learning.
Norwich
Through the Attendance Mentoring Programme in Norwich, a pupil facing persistent absence began to rebuild confidence in attending school regularly. Weekly mentoring sessions focused on understanding emotional triggers, developing coping strategies, and setting achievable attendance goals. Strong partnership working with the school ensured consistent messaging and appropriate pastoral support. Over the mentoring period, attendance improved and the pupil demonstrated increased resilience, improved emotional regulation, and more positive engagement with school routines.
Nottingham
In Nottingham, the Attendance Mentoring Programme supported a pupil whose attendance had been affected by anxiety and disengagement from learning. Targeted mentoring provided structure, emotional support, and practical tools to help manage difficult moments during the school day. Regular communication with the school and family helped reinforce progress and celebrate successes. As a result, the pupil’s attendance improved, alongside increased confidence and a more settled, positive presentation in school.
Portsmouth
The Portsmouth case study demonstrates how tailored attendance mentoring can support pupils facing complex barriers to regular school attendance. Through consistent 1:1 support, the pupil developed strategies to manage emotional challenges and build confidence in returning to school each day. Adjustments within school and clear communication with parents helped create stability and routine. Over time, attendance increased and school staff reported improved engagement, calmer behaviour, and greater participation in learning.
Rochdale
In Rochdale, the Attendance Mentoring Programme helped a pupil with a history of persistent absence re-establish regular attendance. Mentoring focused on emotional regulation, understanding attendance barriers, and building positive relationships within school. Close partnership working ensured that strategies were reinforced both at home and in school. By the end of the programme, attendance had improved and the pupil showed greater confidence, improved wellbeing, and increased engagement with education.
Walsall
The Walsall case study highlights the impact of structured mentoring on a pupil experiencing ongoing attendance difficulties. Through weekly sessions, the pupil developed practical coping strategies and clearer routines to support daily attendance. Strong collaboration between mentor, school, and family helped reduce anxiety and build consistency. As a result, attendance improved over the programme period, with staff noting improved emotional regulation and a more positive attitude towards school.
West Somerset
In West Somerset, the Attendance Mentoring Programme supported a pupil living with significant barriers to consistent school attendance. Individualised mentoring focused on emotional support, confidence-building, and gradual re-engagement with school routines. Close communication with the school and family ensured tailored adjustments and ongoing encouragement. Over time, the pupil’s attendance improved, alongside increased resilience, improved wellbeing, and stronger engagement with learning.
Wave 1 Case Studies
Blackpool
We worked with Becky* in year 8 as her attendance had dropped to below 80%.
Through a range of strategies her mentor helped her identify that disrupted sleep and strained relationships were contributing to her inconsistent attendance at school. Her ongoing work with the mentor utilised many tactics to explore themes of resilience and self-regulation.
With support, Becky was able to improve her attendance to over 82% year-to-date with a number of weeks at 100%.
Becky said, “Developing a new routine means I get to school on time, and I start the day feeling positive instead of feeling down on myself [and] my form tutor seems really pleased to see me, and I feel happier now because I believe I have friends."
Hartlepool
Jack* was struggling to attend school throughout yr 10 and his attendance had fallen below 50%.
He has Special Education Needs and often disengaged with school. Working with his mentor, they identified that Jack was as a young caregiver for his younger sibling and were able to utilise the support of a local young carers group.
Jack engaged in his mentoring sessions, even on his bad days, and at the end of the programme reflected, ““I feel heard and listened to. The sessions have helped me reflect on my behaviour and on myself.”
Jack moved above 50% attendance during the programme and there is great base to begin yr11.
Hastings
Emily* struggled to attend school in yr 9 while navigating joint custody arrangements with her parents and facing difficulties managing social interactions. Her attendance was usually only three days per week and she actively avoided PE lessons.
The mentor worked with Emily to consider areas that could improve her attendance including preparing a morning routine so that Emily accepted her routine included getting to school and her mentor advocated on her behalf to resolve Emily’s anxiety about PE.
After some adjustments, which the school were happy to make on Emily’s behalf, she now attends and actively participates in PE and her attendance improved to 91% during the programme, which Emily is determined to maintain.
Ipswich
When Matthew* was bullied in yr 8, his attendance plummeted to 66% as he expressed feelings of being unsafe.
He worked with the mentor to convey his concerns and plan approaches that would allow him to redefine the school environment as a safe space. They worked together to build school relationships and introduced discreet mindfulness techniques for Matthew to use when needed. His parents were fully included in the plans and supported at home with consistent routines to build Matthew’s confidence.
A trusted member of the school team were identified as someone Matthew could seek out if needed, he said, “I have… felt safe in school as I know I have someone I can talk to if I need to”.
Matthew’s attendance increased during the programme to over 80% and he now regularly achieves 100% weekly attendance.
Norwich
When Samantha’s* declining attendance dropped below 90%, she was recommended for inclusion in the Attendance Mentoring Programme.
When her mentor began to work with Samantha, they discussed her caring responsibilities for her mum and how they affected her ability to engage fully in school. Through a range of techniques, such as journaling, Samantha was able to prioritise her learning and successfully undertook her mock exams, advising her mentor that she intended to continue to use the coping strategies.
Samantha’s mum said, ““I want to express my gratitude for your support with the Sam! We can see the results…”.
Samantha now attends school regularly and often achieves 100% weekly attendance.
Nottingham
Daniel’s* low attendance (82%) was a mix of authorised and unauthorised absences and many late marks per term.
He had no motivation to attend school. When working with his mentor they identified health issues and sleep dysregulation as major factors to missing school. Through targeted resources, Daniel was able to improve his sleeping habits and became focused on his education goals to fulfil his dream of becoming a paramedic, knowing that years 10 & 11 would be critical to his ambitions.
Daniel’s mum said, “Daniel wasn’t feeling well so I gave him the option of staying at home but they wanted to come into school, which never would have happened a few months ago.”
His attendance is now 91% and improving.
Portsmouth
When historic bullying left Molly* feeling anxious at school and of using public transport, her attendance at school dropped to 52%.
Her mentor worked with her to foster a sense of belonging at school and explored coping strategies when her anxiety was triggered.
Molly loved using the mindfulness approach and said she found the sessions “helpful and really fun”.
Molly’s mum told the mentor that she, “appreciated everything they’d done” and that she felt the mentoring programme had, “ helped with Molly’s attendance” which climbed by 10%.
Rochdale
Transferring schools can be difficult, as was the case for Jacob* at the start of yr9.
After a bout of illness, his attendance dropped to 65% at which point he began working with an attendance mentor.
Using motivational exercises gave Jacob the room to discuss his worries and once he began to identify his attendance barriers, they were able to create a plan to improve school attendance.
By including discussions on post-secondary education that would be required to fulfil Jacob's aspirations he became better engaged in lessons and improved his attendance by more than 5% in just 10 weeks.
Walsall
When her absences had caused Abbe* to miss a significant amount of work, the idea of returning to school became overwhelming.
When her mentor began working with Abbe, her attendance had dropped to below 40%.
Abbe had a buddy in the school and the mentor used some joint sessions to work through some strategies for dealing with feelings of anxiousness and how to ask for help when trying to catch up with the work.
Through the programme Abbe began increasing her attendance and moved up 5% in the first 7 weeks.
West Somerset
Nathan* had good attendance through years 7 & 8 but it declined sharply in yr 9 degenerating to full week absences.
The mentor began working with Nathan in the spring term and spent time tailoring their sessions so that Nathan felt able to share his barriers and engage in the discussion to find ways to improve.
By focusing on developing Nathan’s ability to articulate his feelings and fostering a positive school environment, his attendance began to improve.
Nathan’s parents said, "Nathan is definitely a lot happier in school, and the only times he’s been absent is because he was unwell."