The School Crisis No One is Talking About in New Zealand
This isn’t about bad behaviour or kids being lazy. It’s overwhelm, anxiety, and learning systems that simply don’t fit every brain.
In my work with neurodiverse learners — kids with dyslexia, ADHD and learning challenges — I see it every week. These are bright, capable children who want to succeed, but the system isn’t designed for the way they learn.
I’ve written this article to share what’s really happening beneath the surface, especially since COVID-19. And more importantly, what we can do to change the story.
If you’re a parent, teacher, or someone who cares about our tamariki, I’d love for you to read and share your thoughts.
Let’s create learning environments where every child feels safe, seen and supported.
The School Crisis NO ONE Is Talking About in New Zealand
What if I told you that nearly half of New Zealand students aren't regularly attending school and that the lingering effects of COVID-19 continue to manifest in classrooms through anxiety, diminished confidence, and challenging behaviours?
Here's what might surprise you: it's not simply about students "skipping school." For many children, something fundamentally different is occurring. Without understanding this distinction, we risk missing the real solution entirely.
The Numbers Tell a Stark Story
The data reveals a concerning reality:
Only 60% of students were attending school regularly in 2021
Over 80,000 students missed more than three weeks of school in a single term in 2024
The government aims to increase regular attendance to 70% by year's end – still significantly below optimal levels
Behind each statistic is a child missing crucial opportunities for learning, connection, confidence-building, and stability. Every absence compounds: even a drop from 100% to 99% attendance can impact NCEA credits, while gaps in fundamental literacy and numeracy skills expand rapidly.
Understanding School Refusal vs. Truancy
A critical distinction often overlooked: not all absences are created equal.
School refusal differs fundamentally from truancy. It typically manifests as anxiety—physical symptoms like stomach aches, panic attacks, and emotional distress at school departure time. These children genuinely want to attend and succeed, but their nervous systems are overwhelmed.
COVID-19 exacerbated these challenges by:
Disrupting established routines
Fragmenting social connections
Creating significant learning interruptions
Undermining academic confidence
The Learning Gap Crisis
The pandemic created substantial holes in children's foundational learning — gaps that extend far beyond simple "catch-up" needs. These represent missing fundamental skills upon which all subsequent learning builds, making restoration particularly challenging.
Parents frequently express confusion: "They used to love school" or "They're so intelligent, what's happening?" This isn't about capability; it's about system overload — both emotional and academic.
The Neurodiverse Learning Challenge
For neurodiverse learners — children with dyslexia, ADHD, or dyscalculia — these impacts are particularly profound. When educational systems don't align with their learning styles, a perfect storm emerges:
Unbearable sensory overload
Cascading core learning deficits
Severely impacted confidence affecting all areas
Misinterpreted behaviours leading to conflict
Social isolation and damaged peer relationships
Evidence-Based Solutions
Despite these challenges, positive change is absolutely achievable with appropriate support and understanding.
For Educational Institutions:
Implement trauma-informed approaches that recognise distress rather than just behaviour
Develop early identification systems for school refusal
Create flexible learning pathways that accommodate individual needs
For Families:
Recognise warning signs: morning anxiety, frequent illness complaints, social withdrawal
Engage proactively with children and educators before situations reach crisis point
Seek professional support — this represents proactive care, not failure
For Policy Development:
Fund comprehensive wraparound support services that genuinely meet family needs
Address underlying causes: housing stability, healthcare access, food security
Replace punitive approaches with collaborative, understanding-based strategies
Moving Forward Together
This challenge predates COVID-19 — the pandemic simply made existing cracks impossible to ignore. However, we possess the capacity to change trajectory.
Progress begins with distinguishing between defiant behaviour and genuine nervous system distress. It requires building inclusive support systems that serve ALL learners effectively.
The path forward demands collective action from educators, families, policymakers, and communities. By fostering environments where learning feels safe and achievable, we can ensure every child has the opportunity to succeed.
