Explained: Full list of 93 behaviour and attendance hubs revealed
Full list of 93 behaviour and attendance hubs revealed is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
The government has named the remaining 36 lead schools for its behaviour and attendance hubs programme, completing the list of 93 settings that will lead its work across England. The Department for Education (DfE) said the hubs would “draw on best practice to improve attendance and tackle the root causes of poor behaviour before problems escalate”.
Key details from the report
- Lead schools are those “with a proven record of turning behaviour and attendance around”.
- “These hubs will support other schools to identify absence early, build positive cultures, engage parents, and establish strong routines.
- ” It comes after the report revealed the names of 29 of the new lead schools yesterday.
- Evaluation published The DfE has also published a final evaluation of the previous government’s behaviour hubs scheme.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
