The impact of positive transitions on school attendance

By Brooke Kilborn, Education Officer, Child Safety, Student Engagement, at Melbourne Archdiocese Catholic Schools (MACS).

Transitions can include moving from early childhood education to primary school, from primary to secondary school, changing schools, moving from home schooling to school environments, or even transitioning between grades within the same school. Effective transitions are characterised by strong relationships, clear communication and a supportive environment, in which every student is inspired to flourish and enrich the world (MACS 2023).

As our schools continue their focus on having students present at school in order to provide key learning and life opportunities to them, it is important to remember that there are clear links between positive transitions and improved school attendance. With school attendance rates still below pre-pandemic levels and the subject of a parliamentary inquiry, it is a critical area of our work. In 2024, the attendance rate for students in Years 1–10 was 88.3%, whereas in 2019 it was 91.4% (ACARA 2025).

Positive transition strategies

As we all work to settle into a new school year it is timely to reflect on what structures and practices we can use and develop that help students experience a transition that supports an authentic sense of belonging and engagement within their school and builds the pathway to learning.

Positive transitions play a crucial role in supporting school attendance. We know school attendance matters, as it:

• increases student exposure to instructional time, supporting education outcomes (Allensworth & Balfanz 2019; Keppens & Spruyt 2020)
• supports social development due to time with friends, exploration of interesting topics and support from teachers (Heyne & Brouwer-Borghuis 2022)
• grows students’ competencies such as relationship skills and decision-making (Collie 2019)
• can provide a buffer against mental health problems (Bonell et al. 2019; Lawrence et al. 2019).

While the multifaceted issues around school attendance requires a comprehensive approach to improve attendance, we also know that when students experience smooth and supportive transitions, they are more likely to attend school regularly, feel a sense of belonging, and engage actively in their learning.

The recent Australian Education Research Organisation (AERO) literature review (Melvin et al. 2025) supports the importance of structures and cohesive transition programs and processes.

Building relationships and creating a sense of belonging

Establishing strong, trusting relationships between students, teachers and families is fundamental to improving attendance. When students feel connected to their school community, they are more likely to attend regularly. We also know that not having positive relationships with teachers, with other students or not feeling safe at school are key reasons that students may not attend.

Positive transitions where students feel that they are a valued part of the school community can reduce worry, improve attendance and increase students’ motivation to attend school. As you look at your transitions and plan for the year, consider the following:

• How do students know that teachers are interested in them as individuals?
• In what ways do students feel a sense of ownership of their daily school spaces?
• What opportunities exist, or can be created, to allow students to get to know each other better?
• How do students at your school know it is safe for them to be themselves?
• What do you and your staff need to know about your students in order to help them belong?
• What do students need to know about you for them to feel safe and comfortable? How do they know those things?
• How do you welcome students into your school, to your classroom, to your extra-curricular activities?

Providing safe and supportive environments

MACS schools focus on the dignity and inclusion of all, with a particular openness to the most vulnerable and marginalised. Our schools provide an education in the fullness of humanity, an inclusive education that finds a place for all, in which the individual student is at the heart of everything we do (MACS 2023).

Schools that offer supportive environments during transitions and address students’ emotional and academic needs tend to foster a positive school culture that celebrates diversity, promotes inclusivity and encourages student voice. This type of culture can enhance not only a students’ sense of belonging but also their sense of safety and commitment to attending school.

Positive Behaviour for Learning (PBL) is a tiered prevention framework that uses evidence-based practices to develop positive behaviours and create a safe and predictable school climate (Leif et al. 2023). Behaviour interventions can reduce absenteeism through solving school behaviour issues, and improving a student’s experience at school, as well as the experience of other students (EEF 2022). Predictability and consistency aid transitions as there is one less thing to worry about.

To create a safe and supportive school environment, consider:

• How does your school create a sense of welcome for students of all cultural and linguistic backgrounds?
• What are the symbols and activities that help students see that Aboriginal and Torres Strait Islander students, families and visitors are valued and welcomed?
• What occurs in the first term that helps students see that a diversity of skills and talents and strengths are valued and celebrated in the school community?
• How do all students know how and where to seek help? If this changes because they have changed year level – how do they know that?
• Are there clear supports and opportunities in place to address unique needs during transitions
• How well known are these personalised support opportunities (e.g. counselling services, academic assistance and social–emotional learning programs) to all school staff, students and parents/guardians/carers?
• Does your orientation program continue over time? How and where is the information provided in the orientation program reviewed or reinforced? Are there easily accessible FAQs where students (and/or families) can easily access?
• Are there opportunities to engage students in regular, continuous peer mentoring where older students support younger students during transitions. Peer mentors can provide guidance, answer questions and offer a friendly face in a new environment.
• How are some of the ‘basics’ addressed, e.g. helping students find their way around to new classrooms and venues? What about lunchtime routines and the practices (officially organised and those that have evolved) that occur at break times?
• What is your school’s behaviour plan and practices? How do they assist all students feel safe and included?

Effective communication and family partnerships

Clear and consistent communication with students and families about what to expect during transitions can alleviate concerns and build confidence. Schools tend to be most effective if they simultaneously target factors inside and outside the school gates (Dreise et al. 2016). This can be helped by involving families in the transition process, e.g. hosting information sessions, providing resources and encouraging open communication.

When thinking about communication with your community:

• How are parents/guardians/carers welcomed into the school community?
• Are there opportunities for parents/guardians/carers to meet and learn from each other?
• Are parents/guardians/carers a visible (and visibly valued) part of your school community?
• How do you engage with parents/guardians/carers to help you understand their child?
• Are there opportunities to alert parents/guardians/carers to the positive news of their children as well as making contact when there are challenges or worries?
• How do parents/guardians/carers know who to contact at the school (and how)?
• Are there systems and processes in place that support families who may need communication in different formats or languages?

What if it starts to go wrong?

There will be times that, despite every effort to make a positive transition into a school, a student begins to struggle with attendance. Early intervention is key and requires attention to patterns of non-attendance. Ensuring everyone knows their role in managing attendance processes is key. Following the MACS guidelines Responding to Student Absences can help schools consider appropriate follow up and interventions for students.

Rather than targeting a single factor for intervention, success is more likely if schools, parents/guardians/carers, students and the community work together to identify proactive solutions to known challenges, and targeted solutions for complex needs. The parliamentary inquiry into the national trend of school refusal noted in its recommendations that a multi-tiered system of support, along with trauma informed practices and engaging with families are all options to support attendance (Parliament of Australia 2023, Recommendation 6.34).

Positive transitions are essential for supporting school attendance. By building relationships, creating a sense of belonging, providing supportive environments and maintaining effective communication teachers can help students navigate transitions successfully.

References

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2025, National Report on Schooling in Australia: Student attendance 2024, ACARA, Sydney, accessed 4 February 2025 www.acara.edu.au/reporting/national-report-on-schooling-in-australia/student-attendance.

Allensworth, E & Balfanz, R 2019, ‘Foreword’ in MA Gottfried & EL Hutt (eds), Absent from school: Understanding and addressing student absenteeism, Harvard Education Press, Cambridge, Massachusetts, ix–xi.

Bonell, C, Blakemore, SJ, Fletcher, A & Patton, G 2019, ‘Role theory of schools and adolescent health’, The Lancet: Child Adolescent Health, 3 (10), 742–748, accessed 4 February 2025 https://doi.org/10.1016/S2352-4642(19)30183-X.

Collie, RJ 2019, ‘The development of social and emotional competence at school: An integrated model’, International Journal of Behavioral Development, 44 (1), 76–87.

Dreise, T, Milgate, G, Perrett, B, & Meston, T 2016, Indigenous school attendance: creating expectations that are ‘Really High’ and Highly Real’, Policy Insights, Australian Council for Educational Research, Camberwell, accessed 4 February 2025 https://research.acer.edu.au/policyinsights/4.

Education Endowment Foundation (EEF) 2022, Attendance interventions: Rapid evidence assessment, EEF, London, accessed 4 February 2025 https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/attendance-interventions-rapid-evidence-assessment.

Heyne, D & Brouwer-Borghuis, M 2022, ‘Signposts for school refusal interventions, based on the views of stakeholders’, Continuity in Education, 3 (1), 25–40, accessed 4 February 2025 https://doi.org/10.5334/cie.42.

Keppens, G & Spruyt, B 2019, ‘The school as a socialization context: Understanding the influence of school bonding and an authoritative school climate on class skipping’, Youth & Society, 51 (8), 1145–1166.

Lawrence, D, Dawson, V, Houghton, S, Goodsell, B & Sawyer, MG 2019, ‘Impact of mental disorders on attendance at school’, Australian Journal of Education, 63 (1), 5–21.

Leif, E, McKay-Brown, L, & Whitefield, P 2023, ‘Perspectives of behaviour support in Australian schools’ in K Barker, S Poed & P Whitefield (eds), School-wide positive behaviour support: The Australian handbook, Routledge, Melbourne.

Melbourne Archdiocese Catholic Schools (MACS) 2023, MACS 2030: Forming Lives to Enrich the World, MACS, East Melbourne, accessed 4 February 2025 www.macs.vic.edu.au/MelbourneArchdioceseCatholicSchools/media/About-Us/Documentation/MACS-2030-Strategic-Plan.pdf.

Melvin, G, McKay-Brown, L, Heyne, D & Cameron, L 2025, Interventions to promote school attendance and address student absence: Rapid literature review, Australian Education Research Organisation, Melbourne, accessed 4 February 2025 www.edresearch.edu.au/sites/default/files/2024-12/interventions-promote-school-attendance-address-student-absence-aa.pdf.

Parliament of Australia 2023, The national trend of school refusal and related matters report, Chapter 6 – Committee View, Parliament of Australia, Canberra, accessed 4 February 2025 www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_and_Employment/
SchoolRefusal/Report/Chapter_6_-_Committee_view.

Image: Glowrey Catholic Primary School, Wollert