From a review of the literature, it is concluded that (i) each form of pupil absenteeism relates to a heterogeneous group of children; (ii) because of such heterogeneity, those who are involved in assessment and intervention in relation to pupil absenteeism are faced with a demanding task; (iii) as a consequence of their education and training, educational psychologists (EPs) have the appropriate knowledge and skills for dealing with pupil absenteeism at both the individual and group level; (iv) with respect to dealing with pupil absenteeism, EPs could make and have made a contribution; (v) EPs have the necessary experience of working at a multi-agency level and, in connection with pupil absenteeism, have worked not only with the children and their parents but also at both whole school and multi-agency levels; and (vi) EPs have already demonstrated in the literature that they have much to offer in this important and demanding area.