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Further reading
Research in practice

Do letters and text messages improve attendance?

Sometimes — but the effect is usually small. Personalised communication can improve attendance at low cost, especially when it tells families clearly how much school has been missed. The wording, timing and relationship around the message matter.

The latest English trial

The most directly relevant recent evidence comes from BITUP, an EEF/YEF-funded randomised controlled trial of personalised attendance texts in secondary schools.

0.21

fewer days absent

Average difference for pupils whose families received the intervention across the trial period.

+0.10

percentage points

Increase in average attendance across half-terms two to six.

105

schools analysed

State-maintained secondary schools in England were included in the final analysis.

Keep the effect in perspective. The evaluation judged the improvement to be small. Texts are best viewed as a low-cost element within a wider strategy that also identifies and addresses the reasons for absence.

What did the messages actually do?

In the 2023–24 trial, eligible families received personalised messages at the start of a new half-term when the pupil had been below 95% attendance in the previous half-term.

What appears helpful

  • Say the number of days missed, not only an attendance percentage.
  • Use the pupil’s name and make the message feel specific rather than generic.
  • Use a fresh-start moment such as the beginning of a half-term.
  • Offer a clear route to help with a named contact.
  • Recognise improvement as well as communicating concern.

What to avoid

  • Blaming or implying poor parenting.
  • Talking mainly about school targets or metrics.
  • Sending automated concern messages without checking context.
  • Using the same tone for every family or every level of concern.
  • Treating communication as the intervention when a pupil has complex barriers.

What this means for practice

Communication works best when it is clear, personal, supportive and actionable. The DfE’s current communication guidance similarly recommends human language, partnership with families, simple facts expressed as lessons or days missed, and practical routes to support.

1. Make absence tangible“6 days missed” is easier to understand than “93.7% attendance”.
2. Lead with the childConnect attendance to learning, friendships, belonging and confidence.
3. Assume positive intentUse respectful language that invites partnership rather than defensiveness.
4. Tell families what happens nextGive a named person, contact route and practical offer of help.
5. Check before sendingAutomated messaging needs human oversight for bereavement, illness and complex circumstances.
6. Test your impactCompare response and attendance patterns before and after changes to messaging.

Evidence timeline

July 2016 — EEF “Texting Parents” trial completed

29 schools and 15,697 pupils. Texts covered tests, homework and learning as well as attendance. The evaluation found reduced absenteeism and a small positive effect on maths attainment.

16 March 2022 — EEF attendance evidence review

A review of 72 studies found some promise for personalised letters and texts and for responsive approaches addressing individual barriers, while concluding that the wider evidence base was weak.

2023–24 academic year — BITUP trial delivered

Personalised messages communicated days missed to parents and carers of Year 7–11 pupils whose attendance fell below 95% in a half-term.

2–3 October 2025 — BITUP findings and evaluation published

The large English trial reported a small positive attendance effect and highlighted the value parents placed on receiving absence information as days missed rather than percentages.

9 June 2026 — DfE attendance communication guide published

England guidance brought together research-informed principles, templates and ready-to-use communication resources.

19 August 2026 — DfE guide updated

The current version emphasises partnership, human language, personalisation, practical support and adapting tone to circumstances.

Further reading & live resources

Open the original research or practical resources directly. External links open in a new tab.

EEF • 2025/26BITUP project & findingsProject summary, sample, impact, implementation and costs. Evaluation report • October 2025BITUP full evaluation PDF108-page independent evaluation by Verian. EEF • 16 March 2022Attendance evidence reviewOverview of the review of 72 attendance intervention studies. EEF • completed July 2016Texting Parents trialEarlier UK trial of text prompts to improve parental engagement and pupil outcomes. DfE • updated 19 August 2026Communicating with parents about attendanceCurrent England guidance on tone, timing, messaging and methods. DfE toolkit • PDFExample attendance text messagesReady-to-adapt examples for different points in the attendance journey. DfE toolkit • PDFEmail & letter templatesEditable-style examples for early intervention, continued absence and improvement. International research • 2018Rogers & Feller: targeting parents’ misbeliefsLarge US randomised experiment using personalised absence information sent by letter.
Scope and caution. The recent BITUP evidence is from secondary schools in England. Earlier UK and international studies support the general promise of personalised parent communication, but effects vary by intervention and context. Messaging should not replace direct, sensitive support for pupils facing SEND, medical, safeguarding, family or other complex barriers.