Following COVID-19, there has been an increase in Emotionally Based School Avoidance, also known as Anxiety Based School Avoidance or Emotionally Based Non Attendance. Sometimes known as school refusal, EBSA occurred for a long time prior to the pandemic but this has intensified as children have experienced extended periods at home due to the risk of harm from attending school/being around others. Further to this family ill health and stress may also contribute to emotionally based school avoidance, making children want to remain close to their primary caregiver(s).
What is Emotionally Based School Avoidance?
This one of multiple names given to situations where children feel unable to attend school due to a range of emotional issues but most often involving anxious responses to being in school. Whilst initial fear can subside when the child is safely settled in school, in some cases it can lead to the child not travelling to school at all due to the heightened anxiety levels. In some cases the child may enjoy attending school but struggle with separation anxiety from the main parent and so this may present as behaviours similar to EBSA.
How can I help a child with school refusal (non-preferred term) / emotionally based school avoidance?
It is important to remain calm and curious to the reasons behind the fear. The child might not understand themselves or may not be able to communicate why they feel as they do, particularly when feeling scared. Asking the children to scale their feelings when recounting their day may help you to identify where they feel most uncomfortable/worried – this also could be relevant in asking them whilst getting ready/heading to school. When you see a change in the number given e.g. more worried, you could ask what they have been thinking about – this may give an idea of a worry they are experiencing.
Swift handovers are often beneficial with all children but be careful when working with children who demonstrate emotionally based school avoidance as this could be particularly difficult for them and lead to a breakdown in trust whereby they do not travel to school at all. Consider adjusting the location of the transition and building in a transition activity. Using a transition object is also helpful (something belonging to a caregiver to keep in school).
Other resources that might help include:
Emotionally-Based School Non-attendance: Guide for Professionals (solihull.gov.uk)
School Anxiety and Refusal | Parents’ Guide to Support | YoungMinds
EBSA-good-practice-guidance.pdf (hants.gov.uk)
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