University of Cambridge: Non-School Attendance Research
Background & Context
M·E·L Research was commissioned by the University of Cambridge to support a study exploring emotionally based school non-attendance among secondary and sixth form pupils across the UK. The research focused on young people experiencing anxiety-related barriers to attending school, including school refusal, school phobia, and partial attendance behaviours such as avoiding specific lessons or leaving school early due to distress.
This is a complex and sensitive research area, involving young people aged 11–18 who may be experiencing mental health challenges, including anxiety and related conditions. The target audience is inherently hard-to-reach, as it includes individuals who are not consistently engaged with the school system and may be reluctant to participate in research. Additionally, there is limited existing data on the prevalence of emotionally based school avoidance within this age group, creating further challenges in defining and recruiting an appropriate sample.
University of Cambridge’s objective was to establish a robust baseline understanding of this cohort, with the intention of following up with the same participants after twelve months as part of a longitudinal study design. The research needed to balance methodological rigour with sensitivity to participants’ circumstances, ensuring ethical recruitment and engagement processes, particularly given the involvement of minors and the requirement for parental consent.
Approach
M·E·L Research designed and delivered a structured quantitative research programme, working closely with the client to ensure that the survey instrument and methodology aligned with the study’s objectives and ethical requirements.
The approach included the following key elements:
- Online Survey (Baseline Phase)A structured online survey targeting n=250 young people aged 11–18 across the UK.
- Participants met specific screening criteria, having experienced anxiety-related school avoidance behaviours on more than one occasion (e.g. not attending school, avoiding lessons, or leaving early due to distress).
- Recruitment was conducted via online research panels, with invitations issued through parents or guardians to ensure appropriate consent processes.
- Demographic profiling within panel systems was used to target eligible participants efficiently and achieve a nationally distributed sample.
Survey Design & Development
M·E·L Research collaborated with University of Cambridge to develop a comprehensive questionnaire, designed to be completed in approximately 15 minutes on average to maintain engagement and data quality.
The instrument included validated and structured question modules covering:
- School attendance behaviours and avoidance triggers
- Emotional wellbeing and mental health indicators
- School experience and environment
- Demographic and socio-economic characteristics
- The accompanying survey codebook demonstrates the breadth of measures included, such as school refusal evaluation scales, wellbeing measures (e.g. SDQ, RCADS), and school climate indicators.
Longitudinal Design
The study was designed as a two-wave longitudinal survey, with a follow-up survey scheduled 12 months after the baseline.
Systems were put in place to enable re-contact (subject to consent), including secure capture of participant email details and staged consent processes involving parents/carers where required.
Data Collection Platform & Delivery
The survey was programmed and hosted using the Forsta platform, ensuring secure data collection, respondent management, and monitoring.
Multiple distribution routes were available (panel, client lists, open links), with panel recruitment used as the primary method to achieve the required sample efficiently.
Quality Assurance & Data Integrity
A comprehensive quality assurance framework was implemented, including:
- Monitoring completion times to identify low-quality responses
- Detection of straight-lining and inconsistent answers
- Cross-checking responses against panel profile data
- Inclusion of open-text responses to identify invalid entries
- Manual review of IP addresses and metadata
- All processes were delivered in line with ISO 9001, ISO 20252, and ISO 27001 standards, with project management aligned to PRINCE2 principles.
Outputs
M·E·L Research delivered a full suite of outputs to support the University of Cambridge’s ongoing research programme.
Data Processing & Analysis
Survey data was processed and cleaned using rigorous quality control procedures. Structured datasets were produced, suitable for longitudinal analysis and future wave comparison.
Technical Reporting
A technical report was provided, outlining the methodology, sampling approach, and data quality procedures.
The report ensured transparency and reproducibility, supporting academic and policy-focused use of the findings.
Data Delivery
Clean datasets and supporting documentation were supplied to enable further analysis by University of Cambridge’s research team.
Ongoing Study Enablement
The baseline phase established a robust foundation for the second wave of research, including systems for participant re-contact and longitudinal tracking (subject to consent).
The research design and delivery enabled the University of Cambridge to generate new evidence in an under-researched area, supporting improved understanding of emotionally based school non-attendance and informing future interventions and policy development.
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