Exploring the early observations of parents supporting their children with School Attendance Problems (SAPs): a co-produced study.

Abstract
Rationale: School Attendance Problems (SAPs) represent a significant challenge requiring early identification and intervention. Current service provision often does not recognise early indicators that parents observe, creating gaps between when initial concerns are raised and formal support is provided. This paper presents an explorative study on early indicators of SAPs focusing on the lived experiences of parents in post-pandemic England. The paper details the parental perspectives on what constitutes early signs of SAPs, suggesting the need for parent-school collaboration in addressing those difficulties before they become established. Methods: This study was explorative in design. A co-produced survey was employed to capture authentic parent experiences of SAPs. The section of the questionnaire analysed in this paper focuses on the identification of early indicators of SAPs. Polyvagal Theory was utilised as an analytical framework that suggests underlying attendance challenges can be linked with autonomic nervous system responses to environments perceived as unsafe. Conclusions: Parent participants felt that they identified SAPs significantly earlier than formal services, with 41% of parents noting indicators as early as Reception year. Using the Polyvagal Theory as an interpretative framework, this study suggests that early identification patterns expose an environmental mismatch between children’s needs and the design of school environments; the latter appear to be activating autonomic nervous system responses (fight/flight/freeze behaviours), cognitive and learning challenges, physical and emotional manifestations, and relational challenges. The research demonstrates the importance of developing responsive, early interventions, when the likelihood of success in addressing SAPs is higher than when those become entrenched. Policy recommendations relating to the White Paper (2026) include evaluating environmental suitability before attempting to strengthen inclusion infrastructure, ensuring engagement frameworks consider environmental cues as opposed to behaviour metrics alone, and highlighting the importance of environmental redesign preceding professional development and workforce expansion.