This report examines the complexities of school non-attendance through a school refusal lens, exploring its multifaceted causes and the resulting impact on students, families and schools. Chronic non-attendance has become known as ‘school refusal’ or ‘school can’t’, though most educators agree these terms are not adequate and it is difficult for schools and families to pinpoint exactly when non-attendance patterns have become ‘school refusal’, especially without a nationally agreed definition.

The report discusses the importance of understanding school non-attendance as a complex continuum – from occasional absences to chronic disengagement – proposing that a Multi-Tiered System of Support approach could be employed to systematically categorise and collect national data on non-attendance, and help schools respond accordingly.

Tiered interventions could include:

• Tier 1: whole-school wellbeing and belonging strategies
• Tier 2: early supports for students showing signs of distress
• Tier 3: intensive wraparound supports for students with complex needs.

Growth in student enrolments in Independent special assistance schools between 2016 and 2024 was 276%, compared to a 23% enrolment growth in mainstream Independent schools, highlighting that many young people need more flexible, individualised learning environments.

The report sets a clear and constructive path forward, calling for urgent national action to tackle Australia’s growing school attendance crisis. Recommendations 4, 5 and 6 from the Senate Education and Employment References Committee's The national trend of school refusal and related matters are highlighted as particularly relevant to this report.