Emotionally-based school avoidance (EBSA) is a relatively new term used to describe children who don’t attend school due to what is generally described as an emotional barrier. It replaces the old label of ‘school refusal’ which implied that the student could but chose not to attend school. EBSA recognises that children ‘can’t’ rather than ‘won’t’ attend school. The number of children deemed EBSA is growing every year.

There is overlap between the three causes of EBSA for example an autistic child may also have experienced trauma, but there will be differences in approach depending on whether the key barrier is neurodiversity, trauma or anxiety.

In this series Michelle aims to improve understanding of Emotionally-Based School Avoidance (EBSA) specifically looking at what it is, how it can present, what the challenges in mainstream school can be and approaches that the school and family can take to support the child.

In this episode Michelle looks at practical strategies that teachers and senior leadership can implement for children who have completely or partially withdrawn from school. She talks about whether a partial/flexible timetable is a useful tool and how to use your school’s safe space effectively, as well as many more practical tips.

Michelle also talks about the importance of maintaining a strong, trusting and clearly communicated relationship with the parents of the EBSA child, as well as highlighting that these parents are often stressed, under a lot of demand and want more than anything for their child to regain access to their education and future.

This audio is aimed at education professionals and parents/guardians.