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More Than Just a Trip: Why Holidays Deserve a Place in Education
- Jayne Perkins
- Jun 6
- 4 min read
In the middle of the school year, many families begin eyeing up potential getaways - not just for sun or sightseeing, but for much-needed relief. Yet, more than ever, parents face a stark choice: pay hundreds more for holidays outside term time, or risk fines and judgement for taking children out of school.
The frustration is mounting, particularly for families with multiple children or those already navigating poverty. Add neurodivergence into the mix, and what might be a “normal” school week can become a genuine strain. For some, a few days away isn’t a luxury - it’s essential to mental health, family cohesion, and even learning itself.
The Rules: What the Law Says in England
In England, term-time holidays are tightly controlled under the Education (Pupil Registration) (England) Regulations 2006, which were amended in 2013. The amendment made it clear that:
Headteachers can no longer grant leave of absence during term time unless there are “exceptional circumstances.”
If a child is taken out of school without permission, parents can face a fixed penalty notice of £60 per parent per child, rising to £120 if unpaid within 21 days. If it remains unpaid, the case may go to court, potentially leading to further fines or even a criminal record.
Many schools now feel forced to follow strict protocols to protect their attendance ratings, which are heavily scrutinised by Ofsted. But the question remains—are these rigid policies always in the best interest of the child?
The Cost of Compliance
Let’s look at a real-world example. A family of five might find a holiday in August costing £1,500 more than the exact same trip in June. For low-income families, this price hike can make holidays altogether inaccessible. It’s no surprise that some families roll the dice with fines - especially when the fine costs less than the difference in holiday pricing.
As one parent put it:
“We’re not taking the kids out to be irresponsible or to annoy teachers. We’re taking them out because it’s the only way they’ll see the world beyond our postcode. And it's the only time of year we can afford. If we don't go in term time, we don't get a holiday, full stop. So our kids are missing out. ”
The current system penalises families based on their socioeconomic status, disproportionately affecting those already facing the most hardship.
Holidays Are Educational
There's a persistent myth that learning only happens in classrooms. In fact, some of the richest forms of learning happen through experiential education—a principle supported by educational theorists like John Dewey, who argued that real-world experience is central to meaningful education.
Whether it's navigating a new environment, engaging with different cultures, learning a new language, or calculating currency conversions at a local market, holidays offer children a wealth of learning opportunities. They also support the development of social and emotional intelligence, resilience, and independence.
There’s also ongoing confusion among parents when it comes to school-led trips. Schools are allowed to organise excursions during term time - often costing more than a family holiday would - for which children are permitted to miss lessons. These trips are classed as “educational”, yet there’s little evidence to suggest they offer more educational value than time spent travelling and learning with family. The contradiction is clear: while school trips are deemed acceptable, often only a limited number of pupils can attend - leaving many excluded - yet parents face penalties for taking their own children out for meaningful, shared experiences.
Mental Health & Burnout: Why Breaks Matter
Data from the NHS and ONS paints a sobering picture:
1 in 6 children aged 7–16 now has a probable mental health disorder.
198 suicides were recorded among 15–19-year-olds in 2021 alone - the highest figure in over 30 years.
School anxiety, emotional-based school avoidance (EBSA), and burnout are increasingly reported, especially post-COVID.
Children are under enormous pressure, with early years increasingly academic and high-stakes testing embedded throughout their education. A holiday - a real break - can be a critical buffer to these stressors. Not just abroad holidays but family trips within the U.K too.
Time away from the classroom allows children to:
Rest and reset their nervous systems
Strengthen family bonds
Experience unstructured, screen-free play
Feel safe and connected, especially for those with school-related trauma or anxiety
Why It Matters Even More for Neurodivergent Families
For children with autism, ADHD, sensory processing difficulties, or anxiety disorders, the traditional school environment can be overwhelming. Constant noise, fluorescent lighting, rigid schedules, social dynamics—these can all wear down a child’s mental health and ability to learn.
Term-time holidays offer neurodivergent families:
Access to less crowded, quieter travel environments
Opportunities for child-led pacing and routines
A break from daily overwhelm, without sensory overload
A way to reconnect as a family unit without the intense structure of school
Families of neurodivergent children are often also juggling EHCP reviews, CAMHS referrals, and additional therapies. A few days away from this cycle is more than a “treat”—it’s restorative.
Is There a Better Way?
Rather than rigidly enforcing fines, could the system adopt a more flexible, family-first approach? And it's not just parents who would love to allow for term-time holidays, many teachers would also appreciate the time off to take their own children on holiday at a time they can afford.
Many educators argue for:
Allowing up to 5 days of discretionary leave per year
Considering socioeconomic and wellbeing factors in attendance judgements
Promoting trust and collaboration between schools and families, not punishment
Recognising experiential travel as part of a broad and balanced curriculum
Final Thoughts
No one is suggesting that education isn’t important. But education isn’t just what happens between 9am and 3pm in a classroom. It's also in conversations on a plane, navigating a train station in a new city, or bonding with siblings on a windswept beach.
Instead of asking, "Why aren’t you in school?"
More focus should be made on the quality of learning for children, and teachers, who are burnt out and questioning as to whether this is actually effective learning and teaching at all.
Perhaps it’s time we also ask, "What might your child be gaining from time away?"
The answer might surprise us—and could be exactly what they need.
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