Rise in number of pupils attending school less than 80 per cent of the time
THE NUMBER of school pupils in Shetland with an attendance rate of less than 80 per cent has increased and “remains an area of concern”.
However levels of absence below 90 per cent have improved and the rate of decline in overall attendance has “slowed”.
The figures were included in an update report presented to a meeting of Shetland Islands Council’s (SIC) education and families committee on Monday.
Figures highlight that in 2026 there were 217 children who had less than 80 per cent attendance, up from 209 the previous year.
The number has increased steadily since 2019, when it was 101, and the figure for 2026 was some way above a four-year target of 120.
The years which have most pupils with less than 80 per cent attendance were S2 and S3.
Overall attendance reduced marginally to 91.5 per cent but remains above the national average.
Shetland Central councillor Moraig Lyall highlighted how although the rate of decline in overall attendance has “slowed”, it is still increasing.
Education support officer Helen Couper said a “considerable amount of work” is underway on improving and understanding attendance.
But she highlighted that around three quarters of pupils with an attendance below 80 per cent have some level of additional support needs (ASN).
Couper also said attendance is a “symptom of other things”.
Quality improvement manager Logan Nicolson said attendance issues are faced nationally as well as locally.
He said there is work underway around ASN and added that for some learners the curriculum is “not quite working”.
The report to councillors added: “Robust processes continue to support the monitoring and tracking of attendance. Schools receive termly attendance reports from the local authority, while attendance is a key focus during twice-yearly school improvement visits with the quality improvement team.
“These arrangements enable schools to identify patterns of absence promptly and maintain a consistent approach to follow-up and intervention.”
It also said that schools are working to provide tailored support that meets individual needs, while secondary schools continue to develop flexible approaches, including “targeted group learning, online learning opportunities and the effective use of technology to support engagement”.
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