Emotionally Based School Avoidance (EBSA) has increased significantly since the COVID-19 pandemic, with instances of persistence and severe absenteeism doubling. While overall absence rates rose from around 4-5% before the pandemic to 7.6% in 2021/22, persistent absenteeism (missing 10% or more of school sessions) reached 22.5%, and severe absenteeism (missing more than half of sessions) rose to 1.7%. This means that many students are missing significant amounts of school due to emotional reasons.
So why is this happening?
Although the summer seems to have just begun, for some it’s a brief period of relief before the anticipation and anxiety builds leading to the start of the new term in September. Anxiety around school stems from a range of reasons such as a lack of control and not knowing what is happening, strict rules around using the toilet, uniform, fear of being in trouble, sensory stimulation and changing rules/expectations from different staff members.
To ease these anxieties, their needs need to be acknowledged and have a plan where they can have a break from the situation and a member of staff that they have a positive connection with. Their emotions need to be validated and accepted, and schools have a duty to follow a graduated response to support social and emotional needs. Having things in place supports exposure and resilience to school environments and provides them with examples of a positive experience to reflect on. Without these positive experiences you are left with fear and fear feeds anxiety!
So, what can you do?
• Talk to your child /young person about what their worries are and make a note of them to share with school. What is the worst-case scenario and what options are available to prevent it from happening. Come up with plans and suggestions that give them some control.
• Make sure you have the answers to questions such as why they must do something, what will happen next, where do they go for help.
• Meet with the Head of Year, Pastoral Lead or SENDCo to discuss what support can be in place in advance. Are there any allowances/reasonable adjustments available such as varying start/end times, transition between lessons, toilet/time-out passes, uniform, seating plans, not being made to speak out loud in class etc. Ask your young person what would help.
• Is there an area or designated person that they can go to if feeling overwhelmed or cannot make it to a particular class.
• Do they offer mental health support in school or can they refer to local authority/NHS services
• Create a Pen Profile/Portrait/Passport of their needs/likes and dislikes and what you think will help to share with school.
Behaviour is a form of communication, so listen to your young person and try to explore what they are trying to say. If they are worried about going back to school, you may see a change in reactions, less tolerance to people and environments, poor sleep/eating patterns and in some cases an increase in wanting to be around you.
If you have any concerns about your child going back to school, please reach out for a free 20 minute consultation.
Links:
All local authorities have a Local Offer and links to what a graduated response looks like (check out your local one – see example provided)
Local Offer – City of Doncaster Council
Mental health issues affecting a pupil’s attendance: guidance for schools – GOV.UK