Schools throughout the globe were forced to close due to the COVID-19 epidemic, and since then, there has been a noticeable rise in unexcused absences. Our goal was to (i) learn more about the ways in which COVID-19 has affected primary school-aged children's school attendance issues (SAPs) and (ii) find community-based intervention options that may help. We drew on the opinions of many stakeholders to do this. We adopted a two-stage sequential strategy for our qualitative data collecting. Findings from qualitative questionnaires administered to parents and educators in elementary schools formed the basis of Phase 1. Phase 2's in-depth stakeholder interviews were guided by these findings. In the first phase, 29 parents and 19 professionals were included in the study of SAPs in elementary school-aged children. In the second phase, ten parents and twelve providers participated. Social media was used to recruit parents, while schools and related networks in Southern England were used to identify professionals. Findings: Students with special education needs and a history of anxiousness had a very hard time attending class. Concerns about falling behind in school, inadequate communication and teamwork between home and school, anxiety associated to the COVID 19 pandemic, and other issues all contributed to a more challenging adjustment to school life. Close collaboration between family and schools was a hallmark of effective assistance. Early intervention, repairing parent-school ties, providing parents with peer support, and enhancing special education services were the