University of Otago researchers are calling for increased teacher aide resourcing, increased funding for the Ongoing Resourcing Scheme (ORS), autism-specific professional development for teachers and flexible learning options to help autistic pupils attend school more regularly.
Lead author and Otago paediatrics and child health researcher Dr Nick Bowden said the lack of resourcing was a barrier for autistic pupils, particularly those in primary education, and needed to be addressed "urgently".
The study, funded by the Laura Fergusson Trust and published in the Journal of Paediatrics and Child Health, is the first comprehensive, population-level analysis of school attendance disparities between autistic and non-autistic students in New Zealand.
Regular school attendance was a key predictor of academic success and long-term wellbeing, and understanding and addressing the attendance gaps was vital for ensuring equitable education outcomes, he said.
Using data on 654,438 pupils, aged 5-16 — 8427 of whom were autistic — researchers found autistic pupils’ regular attendance rate was 55.3%, compared to 62.5% for non-autistic pupils.
Secondary students are required to attend school for a minimum of 190 days a year, and 193 days for primary pupils.
Dr Bowden said their absences could be due to illness, or medical-related appointments, both of which were more prevalent among autistic students due to higher rates of physical and mental health conditions.
Absence rates were also influenced by school refusal — a common phenomenon among autistic students, grounded in unmet need and may be triggered by anxiety, bullying and peer victimisation, change of routine, sensory overload and social challenges.
He said parents also reported schools had requested their children only attend part of the school day because there was insufficient teacher support.
"It’s important to remember that behind the data are real children, whānau, and educators trying to make it work, often without the tools or support they need."
The study sets the groundwork for evidence-based policy responses in New Zealand, Dr Bowden said.
"Despite recent national strategies focused on improving attendance, the absence of specific reference to students with disabilities — particularly autistic students — is a significant oversight," he said.
"We have an opportunity, not just to improve attendance numbers, but to create learning environments where autistic students are truly welcomed, supported, and able to thrive," he said.
