There is widespread interest in the impact of unauthorised absence on pupil attainment, links with disaffection, exclusion from school and criminality. However, little is heard about what those who take unauthorised absence from school think that the effect has been on them; nor do we hear the voices of other pupils and their teachers. This article presents evidence from a one-year study of absence in seven local authorities in England funded by the Department for Education and Skills. It defines "truancy", explores some issues from existing literature on pupil non-attendance, and presents evidence to show the impact that absence from school has on truants, other pupils and teachers. Finally, it suggests that although the greatest impact is on the academic and socio-psychological development of persistent absentees, the attitudes and learning of other pupils and the workload and morale of teachers are also affected. (Contains 2 tables and 1 note.)