Rapid Impact Fund

Rapid Impact Fund 12 - autumn 2026: tackling or preventing non-attendance

This funding round will support schools and colleges to address the non-attendance of autistic students.

The number of autistic young people classed as severely absent has more than doubled since 2019. In 2023/24, 63,348 autistic students were recorded as persistent absentees in schools in England — almost one third (31%) of autistic pupils enrolled.

We are seeking creative, targeted projects that improve and sustain attendance for autistic students. Projects should support identified individuals or groups while also encouraging wider changes in school or college practice.

We are particularly interested in approaches that strengthen collaboration between schools/colleges, autistic students, and parents or carers, ensuring that their knowledge, ideas and aspirations shape decisions about how attendance is supported.

Research partnership

Schools and colleges funded in this round might be asked to work alongside our partners, the University of Birmingham’s Autism Centre for Education and Research (ACER). This partnership will help us build a stronger evidence base on effective approaches to tackling and preventing non-attendance among autistic students.

Timeline

Key dates:

  • 21 April 2026, 10am: Round opens
  • 14 July 2026, 5pm: Round closes
  • September 2026: Successful applicants notified
  • October 2026: Virtual welcome sessions for awardees
  • November 2026 onwards: Projects begin following grant documentation and payments.

About the application

The application form includes several short-answer questions. Space is limited, so focus on what matters most. More information on the application process is on this page.

Please read the scoring criteria for this round before applying.

Strong proposals will:

  • link targeted support with wider cultural change
  • set realistic goals for a six-month project
  • demonstrate creative and innovative approaches
  • meaningfully include autistic students’ voices and experiences

1. Issues and barriers 

Describe the key challenges affecting attendance among autistic students in your setting. You may wish to consider:

  • cultural or systemic factors such as assumptions, routines or gaps in participation
  • Barriers related to social understanding, flexibility, sensory differences, or information processing.

2. Your proposed project

Outline your project and explain how it will influence wider practice, attitudes or systems and contribute to lasting change within your school or college. 

Projects may focus on areas such as:

  • helping identified autistic students attend school or college more regularly
  • creative interventions that prevent non-attendance or support re-engagement
  • improving how schools/colleges understand and respond to co-ocurring mental or physical health needs linked to absence
  • changes to staff training, curriculum, teaching or behaviour approaches that support sustained attendance.

Focus on what matters most in your setting rather than trying to address everything.

3. Co-production with autistic students

Explain how autistic students and their families will be actively involved in designing, delivering and reviewing the project and how their views will meaningfully shape decisions and influence inclusive practice that tackles or prevents non-attendance.

4. Intended Impact

Describe the difference the funding will make.

For autistic students, this might include:

  • improved attendance and punctuality through tailored support developed with families
  • reduced anxiety and distress through safer, more supportive environments
  • increased engagement, participation and sense of belonging
  • sustained learning and smoother transitions.

For the wider school or college, this might include:

  • stronger attendance monitoring systems that involve families in identifying barriers
  • improved staff skills and confidence in working with autistic students and families
  • more inclusive curriculum, teaching and behaviour approaches
  • effective interventions that successfully re-engage students
  • a culture that prioritises wellbeing, attendance and partnership with families.

We welcome proposals that place put autistic students and their families at the centre of strategies to reduce non-attendance and boost engagement.

Important note

  • We do not fund provision that should be ordinarily available to students with SEND.
  • In 2026 we will not fund projects that seek to develop or equip indoor safe or sensory spaces. We are currently working with schools/colleges and our academic partner, the Autism Centre for Education and Research (ACER) at the University of Birmingham, to understand how safe/sensory spaces impact outcomes. Funding for similar activities is temporarily on hold until findings are shared.

Stay updated: subscribe here to receive the latest news on funding opportunities.

See our Funding FAQs for further information.