Tusla Education Support Service (TESS) is under the remit of my department and operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison (HSCL) scheme and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, parents and guardians and other relevant services to achieve the best educational outcomes for children and young people.
Under the Act, schools are required to submit a Student Absence Reports (SAR) to Tusla twice a year for those children absent from school for a cumulative total of 20 days or more. The data collected is used to provide statistical reports on school absence for those students aged between 6 and 16 years by the recorded reason for their absence, i.e. illness, urgent, holiday, suspension, other or unexplained. TESS does not collect the reason for absence outside these parameters.
It is the responsibility of the parent/guardian to provide an explanation for the absence, and the school must have an attendance policy stating the method by which a parent/guardian provides explanations and the procedures that the school employs to follow up on absences.
Where a school has a cause for concern in relation to a student's attendance, a formal referral can be made to the Educational Welfare Service (EWS). All referrals received by the EWS are screened and assessed by a Senior Education Welfare Officer (SEWO) and receive a response. Referrals with significant unexplained absences are prioritised for follow up engagement by an allocated educational welfare officer (EWO). The school will also be asked to document interventions already made in line with their school attendance strategy and DEIS schools will be asked to include additional interventions deployed, for example, interventions by the HSCL coordinator or the SCP project worker.
In the 2024/2025 school year 9,293 referrals were received by TESS. By the end of February 2026 TESS had received 7,717 referrals for the 2025/2026 school year. Referrals are collated on receipt under the categories of expulsions, no school place and attendance,
“The long-term outcomes of school absence” report was recently published by the ESRI in conjunction with TESS The long-term outcomes of school absence. The report shows a significant relationship between school absence and educational outcomes in Ireland.
My department’s National Educational Psychological Service (NEPS) has developed guidance to provide schools with information on how to support children and young people who display reluctant attendance and school avoidance behaviour. The guidance aims to provides best practice for schools in working with parents and supporting their child to attend and stay in school. Psychologists also deliver training to schools based on the guidance documents. For access to this information see NEPS publications on gov.ie:
- [Supporting your Child when they are Reluctant to Attend School: Guidance for Parents and Guardians of Primary School Children]
- [Managing Reluctant Attendance and School Avoidance Behaviour | A Good Practice Guide for Primary Schools]
- [Supporting your Child when they are Reluctant to Attend School: Guidance for Parents and Guardians of Post-Primary School Children]
- [Managing Reluctant Attendance and School Avoidance Behaviour | A Good Practice Guide for Post-Primary Schools]
This suite of guidance documents is currently under review, and updated versions will be available in the 2026/2027 school year.
NEPS psychologists can also support school communities with reluctant attendance and school avoidance behaviour at all levels of the Continuum of Support, details of which is outlined in the guidance documents. If involved at a case work level NEPS psychologist may provide consultation, liaise with other services and advise or become directly involved with the student to:
- Review progress with school staff, student and parents/guardians
- Identify other strategies and supports and contribute to an individualised student support plan
- Liaise with, or make onward referral to, other services as appropriate
Information and advice for school staff, parents/guardians and students on managing stress/anxiety is also available on Wellbeing in Education, see Wellbeing in education. www.gov.ie/en/department-of-education/campaigns/wellbeing-in-education/
NEPS has developed an elearning course for schools titled ‘Introducing a Trauma Informed Approach. The Stress Factor: Getting the Balance Right’. It is a short course that focuses on stress and its impact on wellbeing, learning and behaviour. Familiar and new approaches based on research and the experience of NEPS psychologists are used to guide thinking planning and action. The training aims to support school staff to build resilience for all including students with additional needs and those affected by trauma and adversity, including children with reluctant attendance and school avoidance behaviour.
NEPS and Jigsaw also collaborate and deliver webinars through Neart, the post-primary school mental health programme, which provides a comprehensive suite of mental health and wellbeing resources, training and programmes for post-primary school staff and parents. This work includes webinars for parents and two podcasts for parents on ‘Helping your child start post-primary school’ and ‘Supporting young people who are struggling to attend school’. For more information see:
- NEART | Classroom resources | Jigsaw.ie
- Jigsaw Neart Parent Registration
- Neart School Staff registration form
