Children and young people miss school for a variety of reasons, often as a response to personal, family, school, or wider environmental issues. Emotionally Based School Avoidance or Refusal (EBSA) is a pattern of absence where reluctance or refusal to attend or stay in educational settings is rooted in anxiety or fear. This resource provides an overview of EBSA, useful assessments, and key tools to help identify and support those young people who find school attendance a struggle owing to anxiety or fear.
Key Features
- Definitions of EBSA.
- How EBSA differs from truancy.
- Recognising warning signs and triggers.
- Different types of anxiety and stress & links with school avoidance.
- Transition from primary to secondary school.
- Practical techniques and activities for supporting children & young people.
- Developing individualised support plans.
- Working with parents.
- The role of the key adult & nurturing relationships.
- Top tips for home and school to support transition back to the classroom.
Additional Information
Risk factors vary, and it is important to understand the reasons for poor or non-attendance. Many children and young people, especially those with existing mental health issues, have found the experience of lockdown as a result of the COVID-19 pandemic particularly stressful, leading to increased levels of anxiety that are widespread. This toolkit of resources will give confidence to anyone working with or looking after young people in understanding the basis for EBSA and will provide practical, helpful strategies that can be implemented by parents and school-based staff to support young people back into the learning environment.
Specifications
Resources include Checklists, Assessments, Handouts & Activity Resources for use by SENCOs, Mental Health Leads, Learning Mentors, Teachers, Counsellors, Social Care Professionals, and Parents/Carers.
Product Options
Introducing Emotional Based School Avoidance (EBSA) Discussion Cards by Tina Rae.
