This paper highlights the urgent need to better support students whose education is disrupted by medical or mental health conditions. It argues that these students often fall through the cracks of education systems designed around regular attendance. Drawing on policy and practice insights, the paper calls for coordinated approaches between health and education, flexible learning models, and stronger data to track outcomes. By recognising that illness and disability should not determine educational opportunity, the study urges policymakers to make equity for these students a national priority.

Full article here: https://continuityineducation.org/articles/10.5334/cie.7