EBSA Emotionally Based School Avoidance

Emotionally-based school avoidance (EBSA) is a term describing children and young people who have reduced or non-attendance at school. It is used when difficulties attending school have escalated to a point where the CYP has continued to struggle to attend school over a period of time and it is associated with emotional and physical distress.

There are many factors involved in Emotional Based School Avoidance, often referred to as ’push and pull factors‘. Push factors increase a CYP’s ability to attend school, and pull factors are those that reduce it (and therefore make it more likely the CYP will stay at home).

EBSA is a complex issue inextricably linked with mental health and well-being. Some examples of EBSA risk factors could include:

• Anxiety, depression or other mental health concerns

• Trauma

• Being a young carer

• Bullying

• Having a special educational need or disability

HOW TO HELP A PUPIL WITH EBSA

• Curious – talk with them about what is going on for them, be curious about their feelings and help them to describe their emotions. Acknowledge that their fears are real to them. Encourage them to be a ‘thought detective’ and openly discuss their reluctance and anxiety about going to school.

• Caring – listen well, empathise with their experience, encourage them, don’t ask leading questions, and stay calm.

• Collaboration – keep a good relationship between school and parents, keeping up a ‘united front’ and holding more conflicted discussions away from the CYP. Encourage them to keep in touch with school friends, ensure you are all sharing the message that school is not optional, and help them find a purpose they can work towards with the help of education.

• Control – do as much preparation ahead of the school day as possible, be consistent and remain focused on the goal, keep up routines, be optimistic with a heavy dose of realism. Small steps may be necessary such as entering a classroom after school before being able to cope when others are in the building.

• Coping – teach them about anxiety and coping strategies, normalise anxiety and share that we all have fears, model how to manage these, teach that some level of anxiety is helpful as it can motivate us, and encourage engagement in activity, exercise and relaxation.

• Coaching – don’t avoid everything that causes anxiety, be realistic and optimistic showing your child you believe in them, reduce time to anticipate events so the anxiety cannot build-up too much, try not to reinforce their fears and support them in facing the fears.

At all points, keep communication open between school and home.  Transparency and consistency is key to helping the CYP understand and cope with emotions relating to EBSA.