The idea that we ought to help young people with underlying issues, rather than simply pressure them back to school has gained traction in the literature on absence from school. However, this discussion has not considered how help and control are intertwined. The following is a Foucault inspired qualitative study of absence interventions in a school in Denmark aiming to critically explore this. Using positioning theory conjoined with Butler's notions of recognisability and support networks, I show that these interventions form a normative context: regular attendance is the proper path towards a good life. Within this context, young people were seen as having a choice, despite school being compulsory. When the young people and parents attempt to negotiate this choice, they end up escalating the pressure instead. In order for help not to escalate into increased pressure, I argue that we need more flexibility regarding the politics of compulsory school.