Being realistic, CEIAG (careers education, information, advice and guidance) is an afterthought in many schools. It’s often seen as lower priority than exam results, attendance levels and many other aspects of education. This is the bane of many a Careers Leader. However, in my experience being able to contribute towards these key issues is often an opportunity to raise the profile of CEIAG and even sometimes get some extra budget. So let’s look at how we can use the effects of good CEIAG to encourage SLT to see it as a higher priority than it currently is?
Attendance is often a key consideration for schools. Since the start of the 2024/5 academic year the Government requires attendance data to be reported. Details here
In addition to this requirement, the Government is now using AI to set minimum levels for all schools, failure to meet these levels will trigger intervention from Regional Improvement for Standards and Excellence teams (RISE) , so we know that attendance is firmly on the SLT agenda. So how can we utilise this to our advantage as careers leaders?
So with senior leaders under pressure from governors, Ofsted and local authorities to show progress. Careers leaders are often having a different conversation altogether. The trick is to join them up.
Good careers leaders know that done well, CEIAG is not an extra. It is a practical, evidence backed way of improving attendance, particularly for students who are persistently absent or disengaged.
If you are trying to convince school leaders to prioritise careers, attendance is the way to get their attention.
One of the main drivers of poor attendance is students not seeing the point.
Students who say things like “What’s the point of learning this stuff?” “school isn’t for me” or “this won’t help me anyway” are telling you something important. They do not understand how learning connects to a future they can imagine.
Careers education tackles this head on. When students understand why they are learning something, attendance improves. When learning feels abstract, attendance drops. This isn’t just me saying this, The Gatsby Foundation and the Careers & Enterprise Company have many documents that back this up.
Linking curriculum learning to real jobs, real pathways and real people gives students a reason to turn up.
Students are far more likely to attend when they are looking forward to something concrete.
Employer talks, workplace visits, mock interviews and skills workshops break routine and add purpose. For some students a careers related activity is the hook that gets them through the door that day. I’m sure that there is anecdotal evidence to back this up, either in your own school or that of a colleague.
This is particularly powerful for:
students at risk of NEET
students in KS4 who feel exams are already out of reach and have or are about to give up.
those with low confidence or limited family experience of work
Attendance teams often focus on sanctions and follow up. Careers activity gives them something positive to point to instead, it’s the carrot not the stick.
Many schools talk about raising aspirations. On its own, that rarely shifts attendance. Also if there is mismatch between aspiration and the understanding of what needs to be done for the student to achieve their aspiration can in itself be a discouragement. Providing good CEIAG that clarifies a path that is accessible to the student builds confidence and leads to better attendance.
So clarity builds positive behaviour. Students need to know what steps lead from where they are now to where they want to go. Careers guidance provides that structure.
When a student understands:
what qualifications are needed
what alternatives exist if they struggle academically
that there is more than one route to success
they are more likely to stay engaged, even when school feels difficult.
This is especially true for vocational and technical pathways, which are often misunderstood or undervalued.
Careers education is not just for assemblies and PSHE lessons. It can be used strategically to support attendance priorities.
Examples include:
targeted careers interviews for persistently absent students
employer mentors linked to attendance improvement plans
alternative provision students accessing high quality careers guidance
linking reintegration plans to clear post 16 pathways
This positions careers as part of the solution, not a bolt on.
Inspection frameworks expect schools to prepare students for their next steps. They also expect leaders to address attendance robustly.
A strong careers programme helps demonstrate:
a clear understanding of pupil needs
effective use of external partners
purposeful curriculum intent
support for disadvantaged and vulnerable learners
When careers is embedded, it strengthens the narrative around attendance rather than competing with it.
When talking to headteachers and SLT, avoid leading with Gatsby Benchmarks or statutory duties. Start with their pressure points.
Try framing careers education as:
a preventative attendance strategy, not an enrichment activity
a way to re engage hard to reach students
a visible sign that school is preparing students for real life
support for attendance teams, tutors and pastoral leads
Use examples from your own school. Even one student whose attendance improved after a careers intervention can be powerful. It’s worth talking to sympathetic teachers who may have anecdotal evidence to support your stance if for example you’re new to the school or new in post.
Attendance improves when school feels meaningful.
Careers education gives learning context, direction and purpose. It helps students see a future worth turning up for. For school leaders under pressure to move the attendance dial, that makes careers education not just important, but essential.
If attendance is the priority, careers should be part of the plan.
So go out there and speak to your line manager, the SLT and the Governors, give them a reason to value CEIAG.
Paid subscribers will get access to an editable synopsis of why CEIAG should be part of an attendance strategy plus links to research which backs up the claims
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