Navigating the Return: Improving School Attendance for Children with Emotionally Based School Non-Attendance
For many children, school is a place of learning, growth, and social connection. But for some, the thought of attending school can trigger intense emotional distress, leading to what is known as Emotionally Based School Non-Attendance (EBSNA). This isn't about truancy or defiance; it's a complex issue rooted in anxiety, fear, and other emotional challenges that significantly impact a child's ability to attend. If a child is struggling with EBSNA, there are proactive steps that can be taken, in partnership with their school, to support their return to school after a period of non-attendance and their well-being.
Understanding EBSNA: More Than Just "School Refusal"
It's crucial to differentiate EBSNA from simple "school refusal" or truancy. Children with EBSNA genuinely want to attend but are overwhelmed by feelings of anxiety, low mood, or fear. These feelings can stem from a variety of factors, including:
- School-related stressors: Academic pressure, social difficulties (bullying, feeling left out), sensory overload, or anxieties about specific lessons or school environments.
- Separation anxiety: Difficulty separating from parents or caregivers.
- Mental health difficulties: Underlying anxiety disorders, depression, or other mental health conditions.
- Family factors: High levels of family stress or changes in family dynamics.
- Pursuit of tangible reinforcers outside school: Engaging in activities like gaming or watching TV that provide a temporary escape from distress.
Recognising the root causes is the first step towards effective support. EBSNA often presents with physical symptoms like headaches, stomach aches, or nausea, which can subside once the perceived threat of school is removed.
A Collaborative Approach: Home and School United
Improving attendance for a child with EBSNA requires a coordinated effort between parents/carers, the child, and the school. This isn't a quick fix but a gradual, supportive process.
1. Open Communication is Key:
- Listen to your child: Create a safe space for your child to express their fears and anxieties without judgment. Try to understand their perspective on why school is difficult.
- Communicate with the school: Inform the school as soon as you notice difficulties. Be open and honest about the emotional struggles your child is experiencing. Regular, consistent communication with a designated key person at school is vital.
- Collaborate on a plan: Work with the school to co-produce a gradual return-to-school plan. This plan should be tailored to your child's specific needs and anxieties, involving small, manageable steps.
2. Identifying Triggers and Building Resilience:
- Assess the underlying issues: The school should work with you to identify the specific triggers for your child's EBSNA. This might involve using assessment tools or simply careful observation and discussion.
- Build coping strategies: Help the child develop strategies to manage their anxiety and emotional distress. This could include relaxation techniques, mindfulness, or problem-solving skills. The school can play a role in teaching and reinforcing these strategies.
- Nurture strengths and interests: Identify and encourage the child's strengths and passions. Engaging in enjoyable activities outside of school can build self-esteem and provide a sense of control.
- Foster social connections: Help the child maintain friendships outside of school and explore opportunities for social interaction. Social isolation can exacerbate EBSNA.
3. Gradual Reintegration and Support:
- Start small: The return to school after non-attendance should be gradual. A small steps plan, guided by the North Tyneside Educational Psychology Service EBSNA toolkit, will support this. It might involve visiting the school after hours, attending for short periods, or focusing on specific lessons or activities that the child enjoys.
If the child struggles to attend the school site, a starting place for the plan might involve walking past the school when it is closed, initially with someone else and then alone.
- Designate a safe space: Acknowledge that the school environment can be overwhelming. Work with the school to identify a "safe space" where your child can go if they feel overwhelmed, with a trusted adult available.
- Consistent routines: Maintain a consistent routine at home, even on days your child is not at school. This includes waking up at a regular time and engaging in some form of learning or activity.
- Academic flexibility: The school may need to adapt academic expectations initially. This could involve providing work at home, adjusting the curriculum, or focusing on subjects that the child enjoys enabling them to experience success and pleasure in the activities they are completing.
- Positive reinforcement: Celebrate even the smallest successes. Praise and reward any effort or progress your child makes towards attending school.
- Consider professional support: In some cases, external support from an educational psychologist, child and adolescent mental health services (CAMHS), or a school-based counsellor can be invaluable in addressing underlying emotional difficulties.
4. Parental Well-being:
- Support: Dealing with EBSNA can be incredibly stressful for parents. If not already in place, consider an Early Help assessment to ensure that the right support is identified.
- Understand your rights: Familiarise yourself with school policies on attendance and Special Educational Needs (SEN) and the local authority's guidance on alternative education and their duty under Section 19 of the Education Act 1996.
Emotionally Based School Non-Attendance is a challenge, but with understanding, patience, and a collaborative approach between home and school, children can be supported to overcome their anxieties and successfully re-engage with their education and the wider school community. Remember, early intervention and a child-centred approach are key to breaking the cycle of avoidance and fostering a positive school experience.
