% of Parents Allow Kids to Skip School for a 'Duvet Day

What percentage of parents allow a duvet day? Survey results and trends in 2025

Sofia, a working parent featured throughout this series, noticed last autumn that her son Ethan seemed drained by midweek. She debated whether to give him a day at home — a so-called duvet day — and like many families today she weighed mental health against school attendance. Recent surveys help explain why parents make that choice.

A poll carried out earlier this decade found that a striking 75% of parents reported having allowed their child to stay home for a duvet day when the child felt tired, emotional or unable to attend school. That figure came from a sample of around 2,000 parents and reflects changing views on parental permission and child wellbeing. Within that group, 40% said they had permitted these absences more than once, and the average number of days permitted during the last school year was about six.

Those headline numbers are important because they show a widespread shift in attitudes toward school absence. Parents like Sofia explain their choices in pragmatic terms: short breaks can reset a child’s mood and reduce anxiety. Seventy-five percent of respondents also reported seeing an improvement in behaviour after a duvet day, which fuels parental confidence that brief absence can be beneficial.

Key findings parents and educators need to know

Understanding the data helps schools and families have constructive conversations. The main insights from recent surveys include:

Prevalence: Three in four parents have allowed a duvet day at least once.
Frequency: Many families permit more than one absence, averaging six days in a school year.
Perceived benefit: A large majority believe behaviour or mood improved after the break.
Value balance: Nearly all parents — 97% — say their child’s mental health is as important as academic success.

These figures help explain why conversations on parental permission and school absence are increasingly framed around wellbeing rather than pure attendance metrics. Yet, data also show risk: the Office for National Statistics has highlighted a correlation between repeated absence and increased probability of mental ill health.

For Sofia, the numbers validated a cautious approach: one restorative day at home, combined with a plan to catch up on missed lessons, felt responsible. Her choice mirrors a growing cohort of parents rebalancing priorities in light of updated views on health and learning.

At the same time, educators see a complex picture: parental support for duvet days can reflect both healthy responsiveness and a need for schools to evolve. The survey’s authors noted that the trend raises deeper questions about what education should look like in the 21st century.

Practical takeaway: Parents and schools must agree clear criteria for a duvet day so that short-term wellbeing support does not become repeated disengagement.
Example: A family contract that allows up to two restorative days per term, with school-provided remote catch-up materials, can preserve learning while addressing immediate needs.

Insight: The prevalence of duvet days reflects a cultural shift: parents increasingly view emotional health as a legitimate reason for short school absence, but coordination with educators is essential to limit long-term harm to attendance.

When is it appropriate for parents to let kids skip school for mental health?

Sofia’s decision to give Ethan a duvet day was not spontaneous; she used clear signs to decide whether a day at home would help. Determining when a child should miss school for mental health requires careful judgment from parents and clear communication with educators.

Research shows that short, occasional breaks can help some children regulate emotions and return to the classroom ready to learn. Yet repeated school absence correlates with greater risk: the Office for National Statistics found that the more times a child is absent, the higher the probability of experiencing mental ill health, and that this effect grows with the level of absence.

Guidelines parents can use to decide

Below is a practical set of indicators Sofia uses when deciding about a duvet day:

Acute exhaustion or illness: If a child shows pronounced fatigue or physical symptoms, a short restorative day may be appropriate.
Severe emotional dysregulation: When a child has difficulty staying calm or is unable to benefit from normal school routines.
One-off stressors: After a significant event (bereavement, family upheaval) where a day of respite supports recovery.
Patterns of avoidance: Repeated requests to stay home that coincide with upcoming tests or social events suggest the problem may be anxiety-based and need targeted intervention.

For each indicator, parents should pair a duvet day with a plan. Sofia tells Ethan that the restorative day must be followed by a check-in with his form teacher and a short learning schedule prepared by the school. That way, the day supports wellbeing without eroding learning momentum.

Practical steps to reduce the risk of escalating absence

Parents can adopt low-cost strategies to keep the balance between child wellbeing and consistent attendance:

Set limits: Define how many restorative days are available each term and stick to the boundary.
Plan catch-up: Agree with the school on concise ways to recover missed learning.
Track patterns: Keep a diary of absences to spot trends that signal anxiety-based school avoidance.
Use early support: Contact school welfare staff when absences become frequent.

In 2025, many schools have improved mental health resources, from in-school therapists to digital platforms that keep children engaged when they are absent. That means a duvet day need not create an academic void if the parent and school coordinate in advance.

Sofia’s approach combines empathy with structure: she uses a restorative day sparingly, ensures contact with Ethan’s tutor within 24 hours, and follows up with strategies his counsellor suggests. This avoids normalising absence while supporting immediate needs.

Example: A pupil allowed a duvet day after a bullying episode receives a restorative plan: school counselling, two short remote lessons, and a return-to-school meeting — a model that reduces anxiety and supports attendance.

Insight: A duvet day can be appropriate when paired with planning and school collaboration; without those safeguards, short-term relief risks becoming a pathway to chronic absence and worsening mental health.

How parental permission interacts with school attendance policy: practical navigation for parents and teachers

When Sofia notified Ethan’s school that she intended to give him a duvet day, she also checked the school’s attendance policy. Parental permission is a crucial legal and practical step, but schools and families must align expectations so that parental permission does not inadvertently undermine school attendance.

School policies vary, but a successful approach combines clear rules with supportive measures. In recent years, education departments in several countries have encouraged a “support first” ethos: tackling barriers to attendance through pastoral care before punitive measures.

How to create a shared protocol

Schools and parents can adopt a short protocol to manage duvet days and similar absences:

Notification: Parents inform the school in advance when possible and give a reason aligned with wellbeing.
Agreement: The school confirms whether the absence will be recorded as authorised or unauthorised based on policy and context.
Catch-up plan: The teacher outlines two or three short learning tasks to maintain continuity.
Review: Repeated use triggers a review meeting involving welfare staff to assess underlying issues.

In 2025, the Department for Education reported progress in attendance metrics: a recent academic year saw the largest improvement in attendance in a decade, with 140,000 fewer children persistently absent and around 5 million more days in class. Those gains reflect a mix of policy, targeted support teams, and stronger school-parent collaboration.

Case study: Sofia and Ethan’s agreement with school

Sofia and Ethan’s school agreed on the following steps when a duvet day is needed:

Advance call: Sofia notifies the office by 8:30am and describes the reason briefly.
Teacher pack: The class teacher emails two short tasks and a recording of the morning explanation.
Check-in: A pastoral staff member calls the parent to offer additional support if absences become a pattern.

This protocol keeps parental permission visible to the school while supporting learning continuity. It also ensures that repeated absences lead to timely intervention rather than unnoticed drift.

Best practice: Schools should publish a clear attendance flowchart for parents showing when absence is authorised and what support is available.

Insight: When parental permission operates within an agreed school framework, duvet days can be managed without harming attendance records or long-term academic outcomes.

Beyond duvet days: other common reasons parents let children skip school and their implications

Survey data reveal that duvet days are only one reason parents permit absence. Almost three in five parents reported taking their children out of school for holidays during term time. Other frequent causes include family visits, day trips, sports events and even routine appointments like haircuts.

Specific figures from recent research show the diversity of motives:

Family visits: ~43% of parents cited family events as reasons to miss school.
Day trips: ~33% took children out for excursions.
Sports events: ~16% prioritized competitions or tournaments.
Cinema: ~11% admitted pulling children out for recreational activities.
Hairdressing: ~7% allowed absences for routine appointments.

The survey noted concern that a significant minority — more than one in twenty — permitted absences for routine matters like haircuts, suggesting some families view school as flexible when it conflicts with other activities. That trend raises questions about equity, learning time and long-term outcomes.

Consequences of non-essential absence

Not all absences are equal. Short-term, well-planned absences tied to enrichment can be harmless or even beneficial. However, patterns of non-essential absence create cumulative learning loss and social disconnection. The Office for National Statistics highlighted that higher absence frequency correlates with greater risk of mental ill health, showing the relationship goes both ways.

Examples help illustrate the nuance. Ethan once missed a week of school for a family holiday. He enjoyed the trip but returned behind in science and found group work more stressful. The school arranged targeted tutoring and a buddy system to help him re-integrate. This proactive response mitigated long-term harm.

Practical strategies for parents:
- Schedule non-urgent appointments after school or during holidays.
- Limit term-time holidays and plan catch-up lessons ahead of departure.
- Use enrichment trips that align with curriculum learning to add value.
Schedule non-urgent appointments after school or during holidays.
Limit term-time holidays and plan catch-up lessons ahead of departure.
Use enrichment trips that align with curriculum learning to add value.

How schools can respond

Schools can reduce harmful absence by offering flexible learning options and communicating clearly about the cost of missed days. The Bett survey suggested technology can help maintain learning continuity and engagement during short absences. Examples include recorded lessons, concise learning packs and virtual check-ins from pastoral staff.

In contexts where attendance dipped after pandemic disruptions, many systems now emphasize prevention: early warning systems, mental health teams, and family outreach. Those steps are part of the broader policy shift toward support-led attendance recovery.

Example: A student who misses a sports tournament is given a short research task connected to the event, turning absence into a learning opportunity instead of pure time lost.

Insight: Non-essential absences erode learning when unmanaged; reframing some planned absences as purposeful enrichment and combining them with catch-up strategies preserves both wellbeing and education outcomes.

How to design schools and home routines so kids want to attend: practical steps for parents and educators in 2025

Both Sofia and Ethan noticed the most sustainable solution to reducing harmful absences is creating an environment where children prefer to be at school. That means improving engagement, addressing social factors, and making learning more relevant.

Policy makers and schools are experimenting with models that blend curricular rigor with emotional support. The Department for Education’s recent initiatives include expanding access to mental health support teams and encouraging schools to adopt a support-first stance. Those changes contributed to notable improvements: fewer persistent absentees and more days in class, as previously mentioned.

Practical design features that increase attendance

Welcoming school culture: A visible pastoral presence and predictable routines help children feel safe and included.
Flexible learning modes: Short-term hybrid options for students who need intermittent rest maintain connection without full withdrawal.
Engaging curriculum: Project-based learning and cross-curricular activities make school intrinsically motivating.
Responsive mental health provision: Easy access to counsellors and early intervention reduces escalation from occasional absence to chronic avoidance.

Examples from schools piloting these features show measurable gains. One urban school introduced a morning wellbeing check-in and a 20-minute project-based slot after lunch; within a year, student surveys reported higher enjoyment and lower morning avoidance. Another rural academy used recorded micro-lessons for short absences, ensuring students could rejoin group work quickly without falling behind.

Role of parents in building attendance-friendly homes

Parents can support these school changes by establishing consistent routines and framing attendance as part of wellbeing. Sofia set a predictable bedtime and an upbeat morning routine. She also partnered with the school on homework that connects to Ethan’s interests, making learning feel less like a chore.

Create pre-school rituals: A calm morning reduces anxiety and lays the groundwork for positive attendance.
Encourage purposeful rest: Use restorative days selectively, with agreed boundaries and catch-up plans.
Model priorities: Demonstrate that education and emotional health are both important, as reflected in family decisions.

Technology also plays a role: platforms that deliver bite-sized lessons, track wellbeing, and support communication between home and school reduce friction when absences occur. Bett’s report highlighted the potential of digital tools to keep learning engaging and maintain connection when barriers to attendance arise.

Example of success: A district that introduced a “wellbeing hour” and a digital catch-up library saw fewer repeat absences and stronger participation in class discussions.

Insight: Lasting improvement in attendance depends less on policing absence and more on creating learning contexts that children want to attend, supported by coordinated parental permission, targeted mental health resources, and practical catch-up systems.