Across the country, schools are facing rising attendance challenges and growing concerns about pupil well-being. Yet emerging national insights show that persistent absence is often a symptom of something deeper, a widening belonging gap.

Belonging is one of the strongest predictors of attendance, engagement and learner outcomes, yet it remains difficult for many schools to measure or improve. This session explores how inclusion data can help schools move from assumptions to action, uncovering the hidden barriers that prevent staff and students from feeling safe, valued and connected. It will examine how these insights align with new Department for Education expectations and Ofsted’s evolving focus on inclusion, attendance and pupil experience.

Drawing on one of the UK’s largest inclusion datasets, the panel will explore what inclusion data reveals about the root causes of persistent absence, how belonging varies across different groups, and the role of leadership in closing belonging gaps through culture, curriculum and whole-school improvement. Attendees will leave with practical strategies to embed belonging into everyday practice and strengthen attendance, behaviour, well-being and outcomes across their school communities.