Andorra Updates Rules on School Absenteeism and Disability Supports

The Andorran government has approved updates to its regulations on preventing and addressing school absenteeism, following the detection of 55 cases during the 2024-2025 academic year among roughly 11,000 to 12,000 enrolled students.

Minister and government spokesperson Guillem Casal said the changes aim to strengthen early detection, clarify intervention protocols, and improve coordination among schools, social services, and families. The reforms emphasise a preventive and socio-educational approach, recognising absenteeism as a complex issue often linked to educational, social, economic, or family factors. Schools will take a central role in monitoring and supporting students and families to restore regular attendance.

Key updates include a new absenteeism rate as a complementary indicator to the existing index, enabling more reliable data and an annual national report planned for release this autumn. Cases will now be classified by severity—moderate or severe—based on accumulated hours or days missed, allowing tailored responses. The regulations, set for publication next week in the Official Bulletin of the Principat d'Andorra (BOPA), also define responsibilities and timelines more precisely to speed up action.

Casal noted that absenteeism remains low in Andorra, with the 55 cases representing a small fraction of the student population. Initial data under the new system will be preliminary, with official results expected later this year.

In the same council of ministers meeting, the government approved a new framework for specialised educational supports for students with disabilities in public schools, replacing the 2008 model. This shift moves from individual allocations to a more equitable system based on overall school needs and universal design for learning principles.

Around 400 students currently receive such supports, involving the Fundació Privada Nostra Senyora de Meritxell. The updated rules set objective criteria for staffing, including a reference ratio of one specialised educator per five students in early childhood and compulsory education, and one school life companion per five students, adjustable by individual needs. Procedures for sharing physical and technological materials will optimise resources, ensuring flexible and coordinated services tailored to each school's context.

Casal described the changes as a reorganisation rather than a major overhaul, maintaining continuity while adapting to current demands.