Schools using the Thrive Approach have seen severe absenteeism reduced by more than a third, according to a major independent study analysing outcomes across over 2,600 schools in England.
Independent research by ImpactEd Evaluation found that schools using Thrive experienced 15% lower severe absenteeism overall compared with national averages, with reductions of up to 38% in severe absence among schools using the approach most consistently. Overall absenteeism was also lower, at 3% below national averages.
The findings draw on one of the largest independent evaluations of a school wellbeing approach to date, combining a large-scale national comparative analysis of over 2,600 schools with a two-year mixed-methods evaluation following schools as the Thrive Approach became embedded in practice.
Beyond attendance, the study highlights wider changes in school outcomes. During the 2023/24 academic year, schools using Thrive recorded a 27% lower exclusion rate than the national average, equivalent to approximately four fewer exclusions per 1,000 pupils. Over the two-year evaluation period, exclusions fell by 52% in primary schools and 35% in secondary schools.
The evaluation also points to improvements in pupil wellbeing, particularly for pupils with Special Educational Needs and Disabilities (SEND). Average SEND wellbeing scores in Thrive schools increased by around 5% over one academic year, despite wider national declines in pupil wellbeing.
Staff outcomes were similarly positive. Benchmarking against the Teacher Wellbeing Index shows staff wellbeing in Thrive schools sitting above national workforce averages, alongside qualitative evidence of improved morale and reduced emotional strain, particularly among staff working in intensive support roles.
The report also considers the wider system implications of these findings. Drawing on existing research from the Institute for Public Policy Research, which estimates the lifetime public cost of a permanent exclusion at £170,000, the observed reduction in exclusions equates to approximately £680,000 in avoided lifetime public costs per 1,000 pupils. The authors note these represent indicative, long-term system benefits, rather than immediate or cashable savings.
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Danielle Jones, Director at ImpactEd Evaluation, said: “What stands out in this evaluation is how consistently schools describe the way relational, trauma-sensitive practice like the Thrive Approach supports pupil wellbeing, behaviour, and staff confidence, alongside reductions in exclusions and more stable attendance.
“Together, the findings indicate that approaches like Thrive can play an important role not only in supporting pupils, staff and schools, but also in easing longer-term pressure on public services.”
Victoria White, Deputy Headteacher for Quality of Education at Cottingham High School in East Yorkshire, part of The Consortium Academy Trust, has been instrumental in rolling out the Thrive Approach across the 10-school trust.
“It’s already had a big impact on many staff who see Thrive’s relational approach as really helpful and affirming and we are beginning to see the first signs of the difference it is making to our young people,” she said. “At Cottingham High School, for example, we have been able to reduce our fixed term suspensions over the past 12 months because of the Thrive Approach.”
Tom Preston, Director of Thrive, said: “This detailed, in-depth evaluation study provides the clearest indication yet of the impact Thrive’s wellbeing-centred approach can have in the areas that matter most to schools, communities and policymakers, with lower absence rates, fewer exclusions and enhanced pupil and staff wellbeing.
“The study indicates that a focus on pupil wellbeing and inclusion can deliver significant savings to society, but most importantly it can transform the lives and life chances of children and young people.”
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