Addressing emotionally based school avoidance – a model.
Firstly this article will use both this term and emotionally based school non attendance interchangeably. The preferred term at Semh.co.uk is emotionally based school non attendance as this is a factual, non judgemental term. The school avoidance aspect gives a degree of judgement and we try to remain curious as to the issues, rather than making assumptions (for example as to what is being avoided). Both are used interchangeably to maximise the exposure to those who may be looking for help under different terminology.
Recently there has been an increase in students going into school but not actually attending lessons. This is a widespread problem across many different types of schools. It’s been detailed in articles including this one.
What is emotionally based school avoidance?
Emotionally based school avoidance is the term for the non-attending of education for a variety of reasons, but often linked to emotional wellbeing. It has previously been referred to as school refusal.
But where we face all kinds of emotionally based school avoidance, what can be done to work with the individual to re-engage them? Removing barriers is always key, but what happens if the motivation for learning has disappeared and a barrier has not been identified? How do we restore the motivation? What is the route to addressing emotionally based school avoidance?
Firstly it’s key to gather the student’s voice – here is one way
Secondly the model below might help to provide a path to success in re-engagement.
1. Give them opportunities to find what they enjoy. Consider alternative provision, tuition, creative mentoring, extra curricular activities…
2. Isolate what they enjoy and explore with them what character traits those activities might indicate about the young person’s morals, values and who they want to be.
3. Look for jobs and careers that match their interests, skills, values, morals, strengths. It doesn’t have to be career options – it could be a much shorter goal “I don’t want to be in detentions because I would rather be outside with my friends” – “I want to do PE at GCSE so I need to be in school not excluded for those lessons”
4. Match their education path to these goals.
5. Agree a shared path to this education. Establish what the barriers will be and what education is required.
6. Agree who the adults will be who will support the young person to reach their goal with education.
7. Agree how those adults will keep that young person moving towards their goal – what will they say, when will they say it, what will they be reminded of, what will they do if X happens…
8. Agree to follow the plan together and agree to review it if it doesn’t work, going as far back up the chain as needed.
It’s key at each stage that we use agreement not imposition. It’s with, not to. That’s why handshakes pull the chain together, not links. Putting the child at the centre of the plan makes them feel in control and therefore safe. They will not feel the need to resist at each stage as they know an opt out remains available and the adult is working to a plan they helped to create themselves.
We all expect young people to be in school, but saying “You will go to school eventually” will lead to a child to resist every aspect of support you offer now because they are trying to move away from the time it will be forced upon them.
Change the language to “We are going to help you feel like you want to be in school”. The child remains in control but the expectation remains also.
Good luck and get in touch if you have any feedback!
