Nudging Attendance: How Behavioural Science Can Improve Education Outcomes
A recent Schools Week article highlighted a fascinating study on school attendance that should make all of us in education and EdTech sit up and take notice.
The trial, run by the Behavioural Insights Unit and the Education Endowment Foundation, tested a simple idea across over 100 secondary schools: instead of sending parents attendance percentages (e.g. “your child has attended 90 % of school days”), schools sent messages showing the number of days their child had missed (e.g. “your child has missed 7 days of school this year”).
The result? Attendance improved. On average, pupils whose parents received these messages missed 0.21 fewer days of school than those in the control group. The effect was particularly strong for pupils from disadvantaged backgrounds and for girls.
Now, 0.21 of a school day might sound modest, but across tens of thousands of students, it adds up. And most importantly, it demonstrates the power of behavioural science in education.
Why did this work? The power of framing
This is a textbook example of nudge theory in action. Humans don’t always behave as rationally as we’d like to think. How information is presented—the framing—changes the way we interpret and act on it.
A parent hearing “90 % attendance” may think: That sounds fine.
The same parent hearing “20 days missed” may think: that’s nearly a whole month of school - too much.
The information is mathematically equivalent, but the impact on behaviour is very different. By reframing the message, schools nudged parents into making attendance a higher priority.
Behavioural science in education: untapped potential
This trial shows us that small, low-cost interventions, rooted in behavioural science, can have real-world impact. And this is just one example. Imagine the possibilities if we applied the same principles more widely:
Homework completion: Framing reminders as “you’ve already done 80 % of your assignments, just one left to finish” could boost student motivation by leveraging the goal-gradient effect.
Parental engagement: Instead of generic invitations to school events, highlighting social norms—“80 % of parents in your child’s class attended last time”—can increase turnout.
Healthy choices in schools: Positioning fruit at eye level in the cafeteria and moving sugary snacks further away make healthier eating the default option.
Teacher wellbeing: Encouraging positive staff behaviours, such as taking breaks or accessing CPD, through timely prompts or small “commitment devices”.
Each of these examples taps into the same behavioural principles: reframing, social proof, defaults, commitment, and feedback loops.
Using behavioural science for good
It’s important to stress that behavioural science is not about manipulation. It’s about recognising that humans are not perfectly rational decision-makers, and designing systems and communications that help them make choices aligned with their own best interests.
In education, this can mean:
Helping students stay engaged.
Supporting parents to be more involved.
Encouraging staff wellbeing and professional growth.
Nudging better use of EdTech and resources.
The attendance trial proves that even small shifts can make a difference. When scaled across a school, a trust, or even nationally, these nudges can contribute to tackling big challenges, from persistent absence to attainment gaps.
Final thought
This study serves as a valuable reminder that innovation in education doesn’t always require expensive technology or sweeping reforms. Sometimes, the smartest ideas come from rethinking the small things, like how we phrase a text message.
By bringing the insights of behavioural science into education, we have the opportunity to design environments and communications that nudge pupils, parents, and staff towards positive outcomes.
A few words can change behaviour. And that, in turn, can change futures.