未经批准缺勤 持续缺勤 高风险学生群体
英格兰的学校登记册每天开两次，缺勤按课次算，不按天算。一个学生在统计周期内被记下 10% 或以上的缺勤课次，就属于持续缺勤；超过 50% 属于严重缺勤。这两个门槛只看数量，不看理由，所以获准的病假同样计入。真正会引来罚款通知的，只有未获准的那一部分。哪些孩子更容易走到这一步，gov.uk 上公布的统计与法定指引写得相当清楚。
This article sets out how absence is counted in England, which groups of pupils the official statistics identify as being at higher risk of persistent and unauthorised absence, and what the statutory guidance expects schools and local authorities to do. The figures below come from the Department for Education's published absence statistics for the 2025/26 academic year.
缺勤按课次计算：一天两个课次
登记册每天开两次，上午与下午各算一个课次，一学年大约 190 个教学日，折合约 380 个课次。缺勤率就是缺掉的课次除以可能到课的课次。10% 的门槛换算下来，约等于每两周缺一天，或者一学年缺掉 38 个课次。这个算法对家长有一个直接含义：请半天假占掉的是半个课次，几次半天累积起来就可能越过门槛。登记册关闭之后才到校，会被记成缺勤，不会被当成迟到。学校必须在自己的出勤政策里写明登记册开放多久，每个课次的时间也要一致，最长不超过 30 分钟。正因为按课次统计，同样的缺勤天数在不同分布下会得出不同的统计结果。
In England, absence is measured in sessions rather than days, and each school day contains two sessions, one in the morning and one in the afternoon. A pupil is counted as persistently absent once they miss 10% or more of their possible sessions across the year, which is roughly one day a fortnight. Arriving after the register has closed is recorded as an absence rather than lateness, and schools must state in their attendance policy how long the register stays open, which cannot exceed 30 minutes and must be identical for every session of the day.
未获准缺勤的四个代码：G、O、U、N
登记册上的每个字母都有统计含义。未获准缺勤主要由四个代码构成，G 是未获准的学期内请假，O 是其他未获准原因，U 是登记册关闭之后才到校，N 是学校尚未核实出原因。统计时 N 归入未获准，但一旦核实为生病或就医，学校可以改成获准代码。学期内度假自 2024 年 8 月 19 日以后一律不能获准，所以它会出现在未获准的统计里。很多学生以为给学校发了短信就等于请了假，实际流程是事先书面申请、学校书面答复，只有特殊情形才可能获批。学期间隔与半学期假不属于缺勤，它们由全学期关闭代码处理。同一轮代码调整还给参加面试、受监管演出与临时非全日制课表安排了各自的获准代码。
Not every missed session carries the same statistical weight. Unauthorised absence is made up of four codes covering term-time leave that was not agreed, other unauthorised reasons, late arrival after the register closed, and absence whose reason has not yet been established. Holidays taken in term time can no longer be authorised, which is why they appear in the unauthorised figures even when the school knew about them in advance.
官方最新数据：2025/26 学年秋季学期
英国教育部官网在 2026 年公布的秋季学期统计给出了当前量级。整体缺勤 6.47%，比上一学年同期的 6.38% 略升，而疫情之前长期低于 5%。持续缺勤 129 万人，占 18.10%。严重缺勤 15.1 万人，占 2.12%。疾病仍是最主要的单一原因，占全部可能课次的 3.37%，也高于疫情前不到 3% 的水平。这些数字只覆盖已在册的学生，完全没有注册在任何学校的孩子不在其中，那部分由儿童不在校统计单独发布。中学与小学的持续缺勤在这一年同时上升，说明问题并不集中在某一端。
The statistics published by the Department for Education for the 2025/26 autumn term give the current scale of the problem. Overall absence stood at 6.47%, persistent absence at 18.10% and severe absence at 2.12%, all slightly up on the same term a year earlier. Illness remains the largest single recorded reason at 3.37% of possible sessions, and these rates cover pupils on a school roll only, so children who are registered nowhere at all are counted in a separate publication.
免费校餐学生：缺勤率接近两倍
免费校餐资格是官方统计里最稳定的风险标记之一。这一群体的整体缺勤率接近非免费校餐学生的两倍，成为持续缺勤者的可能超过两倍，成为严重缺勤者的可能超过三点五倍。与上一年同期相比，他们在整体、持续与严重三个口径上同时恶化，而非免费校餐学生却在改善或持平。经济处境本身不会直接造成缺勤，它通常通过一连串中间环节起作用：住房不稳定、家长轮班工作、语言支持不足、对学校流程不熟悉。学校被要求把免费校餐学生的出勤数据单独拆出来看，一旦落后于同年级其他学生，就要有针对性的策略，而不是继续用全校平均掩盖差距。官方指引把这一类分析列为每周的常规工作。真正管用的介入往往从解决一个具体障碍开始，比如接送安排或者早餐。
Eligibility for free school meals remains one of the clearest risk markers in the official data. These pupils are close to twice as likely to be absent overall, more than twice as likely to be persistently absent and over three and a half times as likely to be severely absent. The gap widened in the most recent autumn term while rates for other pupils improved, which suggests hardship is interacting with several other barriers rather than acting on its own, and schools are expected to look at this cohort separately from whole-school averages.
特殊教育需要：EHC 计划学生严重缺勤近八倍
特殊教育需要是另一条清晰的分界线。持 EHC 计划的学生发生严重缺勤的可能，接近没有识别出特殊教育需要学生的八倍。接受 SEN support 的学生，这个倍数接近四倍。持 EHC 计划学生的严重缺勤率比上一学年还在上升。这类缺勤往往有多重原因，包括等待神经发育评估、感官或环境不适、焦虑与拒学、以及未被满足的医疗需要。官方指引要求学校把《2010 年平等法》下的合理调整与出勤支持合并规划，而不是当成两条平行线处理。很多学生以为拿到诊断就自动获得弹性安排，实际上弹性安排要逐案评估并定期复核，校方还需要说明调整如何维持出勤。
Pupils with special educational needs are another group where absence clusters sharply. Those with an education, health and care plan are almost eight times as likely to be severely absent as pupils with no identified SEN, while those on SEN support are close to four times as likely. The statutory guidance asks schools to plan reasonable adjustments and attendance support together, rather than running them as separate tracks, and adjustments should be reviewed as a pupil's needs change.
年级分布：Year 11 缺勤 9.26%，Year 10 持续缺勤 24.67%
缺勤总体随年级上升而增加。整体缺勤与严重缺勤的最高值都出现在 Year 11，分别是 9.26% 与 4.13%。持续缺勤的最高值出现在 Year 10，达到 24.67%，也就是接近四分之一的学生缺掉了一成以上的课次。Year 10 与 Year 11 正是 GCSE 备考最关键的两年，同样数量的缺课在这里造成的损失更直接。Year 11 的整体缺勤率是少数下降的年级之一，通常与考试临近、学校加强跟进有关。常见的错误是家长与学校都把 Year 9 当作缓冲年，把支持推迟到 Year 10 再谈，结果错过了最省力的介入窗口。低年级的缺勤率明显更低，因此早期信号更容易被忽略。
Absence generally rises with age, and the peak sits in the final two years of key stage 4. Year 11 has the highest overall and severe absence rates, while persistent absence is highest in Year 10 at 24.67%, meaning almost a quarter of that year group missed more than a tenth of their sessions. Because these are the two years in which GCSE courses are assessed, the same number of missed sessions carries more weight than it would earlier in secondary school, and the same is true of the support available once a pattern has set in.
族裔差异：Irish Traveller 20.90% 与 Gypsy/Roma 16.58%
族裔之间的差距很大，而且多年保持同一格局。爱尔兰旅行者族裔学生的整体缺勤率最高，为 20.90%。吉普赛与罗姆族裔学生次之，为 16.58%。中国族裔学生的整体缺勤率最低，为 2.65%，黑非洲族裔学生为 3.48%。爱尔兰旅行者族裔与吉普赛罗姆族裔学生在持续缺勤与严重缺勤两项上也排在最高。这些差距不能简单归因于家庭态度，官方指引把历史上出勤偏低、学校与家庭之间的信任不足、校园里的偏见与欺凌都列为需要处理的障碍。学校被要求把出勤数据按族裔拆开分析，找出历史上出勤低于同伴的群体并单独设策略。
Ethnicity shows one of the widest and most persistent gaps in the data. Irish Traveller pupils have the highest overall absence rate at 20.90%, followed by Gypsy and Roma pupils at 16.58%, while Chinese pupils record the lowest at 2.65%. The guidance tells schools to break attendance analysis down by ethnicity and to treat groups that have historically attended less than their peers as a cohort in need of targeted support, including pupils who joined the school part way through the year.
年轻照护者与有社工的孩子
2026 年 7 月版的法定指引点名了需要单独跟踪的群体，包括男生女生、各年级、特殊教育需要学生、有社工或受地方当局照护的学生、年轻照护者、领取免费校餐的学生，以及历史上出勤偏低的背景群体。年轻照护者的数据最能说明问题：已知的年轻照护者中有 35% 属于持续缺勤，非照护者为 18%，整体缺勤率分别为 12% 与 7%。照护责任、家务与陪同就医都会直接挤占上课时间。有社工或受照护的孩子被视为最需要保护的一群，出现无法解释的缺勤时，学校应通知他们的社工或青少年司法团队工作者。年轻照护者必须记入学校普查，地方当局在需要时要完成年轻照护者需求评估。把家庭困难简单地当作借口，往往只会让缺勤更早变成习惯。
The July 2026 edition of the statutory guidance names the cohorts schools should track separately, including girls and boys, year groups, pupils with SEND, pupils with a social worker or who are looked after, young carers and pupils eligible for free school meals. Young carers stand out in the published figures, with 35% of those known to schools persistently absent compared with 18% of other pupils. Where an unexplained absence involves a child with a social worker, schools are expected to inform that worker, and young carers must be recorded in the school census.
学校类型与地域：替代性教育缺勤 41.35%
学校类型带来的差别比很多家长想象的大。中学的整体缺勤率为 7.75%，持续缺勤为 21.53%。小学的两个数字是 5.12% 与 14.39%。特殊学校为 12.73% 与 35.09%。州立替代性教育的情况最严重，整体缺勤达到 41.35%，换句话说四成的课次没有被出席，这里的持续缺勤与严重缺勤也仍在上升。地域上，伦敦的整体、持续与严重缺勤率都最低，分别为 5.86%、16.73% 与 1.52%；东北部整体与持续缺勤最高，为 7.13% 与 20.55%；约克郡与亨伯的严重缺勤最高，为 2.52%。解释这些差别需要看人口结构、贫困程度与地方服务能力，而不是只看学校管理。地方当局之间的整体缺勤率差距也很大，最低与最高之间有四个百分点以上的距离。
School type and region both shift the numbers substantially. Secondary schools record 7.75% overall absence and 21.53% persistent absence, compared with 5.12% and 14.39% in primary schools, while state-funded alternative provision reaches 41.35% overall absence. London has the lowest rates on all three measures and the North East has the highest overall and persistent rates, although these differences reflect population, poverty and local service capacity rather than any single cause, and the gap between individual local authorities is wider still.
缺勤与成绩、与后来的出路
缺勤从来不只是一个行为指标。同一份法定指引引用的 gov.uk 数据显示，KS4 英语与数学没有拿到 9 到 4 分的学生整体缺勤率为 8.8%。拿到 4 分的学生为 5.2%，拿到 9 到 5 分的学生为 3.7%，前者是后者的两倍多。KS2 的差距同样存在，未达阅读写作数学预期标准的学生缺勤 4.7%，达预期为 3.5%，达更高标准为 2.7%。在更远的一端，曾被警告或判刑的儿童中，曾经持续缺勤的比例为 81%，涉及严重暴力罪行的为 85%。这些关联不能证明缺勤是唯一原因，但足以说明持续缺勤是需要尽早介入的信号。官方指引因此把出勤描述为最脆弱学生的一项保护因素。
Absence also tracks attainment and later outcomes closely. At key stage 4, pupils who did not achieve grade 9 to 4 in English and maths had an overall absence rate of 8.8%, compared with 5.2% for those reaching grade 4 and 3.7% for those reaching grade 9 to 5. Among children who had ever been cautioned or sentenced for an offence, 81% had been persistently absent at some point, rising to 85% for serious violence offences.
支持优先的六步：从出勤协议到教育监督令
指引把出勤工作拆成六个环节：期待、监测、倾听与理解、促成支持、把支持正式化，最后才是在其他途径用尽之后执行。落到家庭层面，顺序通常是自愿支持、由指定主导实践者跟进的出勤协议、早期帮助、地方当局的出勤支持团队，然后是教育监督令或养育令这样的法院环节。严重缺勤的学生被要求列为最高优先，可以动用的手段包括整户家庭计划、EHC 计划评估，或者必要时换一种教育安排。常见的错误是先罚后帮，在支持还没有充分提供之前就走向惩罚，出勤率通常不会因此改善。缺勤往往是一种症状，背后是更复杂的处境，这句话在官方文件里被反复强调。地方当局还必须与每所学校定期开会，用数据锁定需要支持的个案。校级的出勤负责人、班主任与地方团队之间的信息共享，是整个链条里最容易被忽略的一环。
The guidance sets out six stages: expect, monitor, listen and understand, facilitate support, formalise support, and finally enforce. In practice this runs from voluntary support and an attendance contract with a named lead practitioner, through early help and the local authority attendance support team, and only then legal tools such as an education supervision order or a parenting order. Severely absent pupils are meant to be the top priority for coordinated support, and the guidance repeats that absence is usually a symptom rather than the underlying problem, and that support should come before any legal intervention.
十个课次红线：罚款通知的金额与次数
罚款通知有一套全国统一框架，自 2024 年 8 月 19 日起适用。门槛是滚动 10 个学校周内出现 10 个未获准课次，约等于五天，可以由不同代码拼成，也可以跨学期甚至跨学年累计。达到门槛之后，学校必须逐案判断是否发出罚款通知，不能对所有家庭一刀切。支持合适却没有被采纳或者没有起效时，通常先发一份改进通知，再发罚款通知。首次罚款为 160 英镑，21 天内缴清减为 80 英镑。三年内第二次固定 160 英镑、没有折扣，三年内最多两张，第三次改用其他途径，通常意味着起诉。28 天内不缴，地方当局可以按 1996 年教育法第 444 条起诉，法院最高可罚 2,500 英镑。学校提交罚款请求一般不应晚于原始违规后的三个学校周。
Penalty notices follow a national framework that has applied since 19 August 2024. The threshold is 10 sessions of unauthorised absence within a rolling period of 10 school weeks, and it can be reached through a mix of codes, terms or academic years. Where support is appropriate but has not been engaged with, schools normally issue a notice to improve first, and the fine itself is 160 pounds, reduced to 80 pounds if it is paid within 21 days.
家长当天要做的三件事
缺勤当天上午通知学校，说明原因与预计返校时间，是最有效的一步。证据可以后补，预约短信、药袋标签与医生便条都能用。医疗与牙科预约尽量排在放学之后，能减少不必要的课次损失。孩子因为焦虑不愿进校时，把心理支持与到校支持放在一起谈，比先在家休息更有效，长时间离开学校通常会让焦虑更重。校内支持走不动时，可以直接要求与学校的高级出勤负责人或者地方当局的出勤支持团队见面。很多学生以为缺勤记录只在校内流转，实际上未获准缺勤会进入地方当局的数据，并可能触发后续的法律程序。把每天到校的具体安排写下来贴在家里，比口头约定更容易坚持。
The practical steps matter as much as the policy. Telling the school on the morning of the first day of absence, with a reason and an expected return date, is the single most useful action a parent can take, and the evidence can follow later. Where anxiety is the barrier, schools and families are expected to plan mental health and attendance support together, because a long stretch away from school usually makes returning harder rather than easier, so the plan should focus on getting back into school quickly.
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