Argument for Reclassifying Emotionally Based School Absence as a Special Educational Need

The next UK government's Department for Education should prioritise reclassifying Emotionally Based School Absence ( #EBSA ) as a Special Educational Need (SEN) for emotional and social health. And before you dismiss this as molly coddling hear me out on the economic and social benefits for everyone (schools, parents, industry and children all benefit). This reclassification would acknowledge the profound impact of EBSA on children's educational experiences and future prospects, ensuring they receive the necessary support to thrive.

Prevalence and Impact of EBSA

EBSA is a significant issue across the UK, with varying prevalence across regions but consistently high in urban areas like Manchester. The problem is exacerbated by the pressures on schools to improve attendance, often leading to punitive measures that do not address the underlying causes of absenteeism. Instead, these measures increase stress and anxiety among students and their families.

The Inadequacy of Current Measures

The current educational system often fails to adequately support students with EBSA. Persistent absence rates are alarmingly high, with 15.5% in primary schools, 25.4% in secondary schools, and 37.1% in special schools. These statistics highlight a systemic issue that requires a comprehensive and holistic approach. The Gaia Learning Impact Report suggests that punitive solutions are ineffective and that a more supportive, understanding approach is needed.

The Local Government and Social Care Ombudsman (LGSCO) has made several recommendations that align with a supportive approach, such as considering individual circumstances, consulting professionals involved in a child's education and welfare, and adopting a strategic and planned approach to reintegrating children back into mainstream education.

The report highlights that "punitive solutions are not working," and even the British Psychological Society has recognised that these solutions are ineffective in increasing attendance.

I spoke about this recently with Benjamin Palmer ...

The pressure on schools to focus on attendance can exacerbate issues for young people and their families. For instance, the threat of fines can lead to further anxiety and stress, which is counterproductive as I wrote to my Local MP recently.

The Need for Reclassification as SEN

Reclassifying EBSA as a SEN would align with the principles of inclusivity and equity in education. It would ensure that students with EBSA are recognised as needing specialised support tailored to their emotional and social health needs. This classification would facilitate better resource allocation, enabling schools to implement supportive measures rather than punitive ones.

Benefits of Reclassification

1. Tailored Support: Recognising EBSA as a SEN would allow for the development of personalised education plans that address the specific emotional and social challenges these students face. This is crucial for fostering a supportive learning environment that encourages attendance and engagement.
2. Improved Outcomes: Schools like Riverside Education have shown that flexible, student-centred approaches significantly improve attendance and engagement among students with EBSA. By providing learning opportunities in comfortable environments and at times that suit the students, these initiatives have successfully reduced barriers to learning.
3. Holistic Approach: The Adapted Curriculum Pathway (ACP) used in initiatives like the Springboard Project emphasises the importance of addressing students' emotional needs first, following the principle of "Maslow before Bloom". This holistic approach is essential for reintegrating students into education and ensuring their long-term success.
4. Reduced Pressure on Families: By shifting the focus from punitive measures to supportive ones, the reclassification would alleviate the stress and anxiety experienced by families. This would foster a more collaborative relationship between schools and families, leading to better educational outcomes for the students.

The Impact of Current Attendance Policies

Despite the success of interventions like Gaia Learning, which supports students at schools such as Riverside and Springboard, the current rules around attendance severely limit these benefits.?

Andrew Howard FCCT DFIFIP from Springboard highlights an unintended adverse consequence of the ill thought through new policy:

"Currently, when students access Gaia Learning, they are marked as 'educated off-site.' The outgoing government changed that code from present to absent, effective September. And while there was some progress around accepting absence for mental health reported by parents to be approved, in an odd twist, if we get that, it’s 'better' for a student to be marked as absent due to mental health rather than actually participating in online learning. I just wish they took persistent absence away from attendance and fully recognised it as an SEMH additional need. Completely nuts on every front."

Howard further emphasises,

“There is a growing crisis in students avoiding attending school, and it is becoming more widely accepted that there is a genuine mental health need behind a significant number of these. We are not going to address the issue by punishing parents with fines and increasing the mental health crisis, but by working collaboratively to build innovative solutions to understand why this is happening.”

The Impact of COVID-19

The COVID-19 pandemic has had a significant impact on everyone, exacerbating mental health issues and increasing the incidence of EBSA. The pandemic disrupted education systems worldwide, leading to a rise in anxiety and depression among students. Punishing parents and students for the consequences of the pandemic is counterproductive and will likely worsen attendance problems. Instead, supportive measures are needed to address the root causes of absenteeism.

Economic and Social Consequences

Punitive measures that do not address the underlying causes of EBSA can have severe knock-on effects on poverty and the economy. Poor attendance is linked to lower educational attainment, which in turn affects future employment prospects and economic stability.

Increased absenteeism can lead to higher dropout rates, perpetuating cycles of poverty and limiting economic growth. By reclassifying EBSA as a SEN and providing appropriate support, the government can help break this cycle, improving both individual and societal outcomes.

Online, Hybrid and Hyflex Approaches: An Ideal Solution

Online and hybrid approaches present an ideal solution for students with EBSA due to their flexibility, adaptability, and capacity to provide a supportive learning environment. Here are key reasons why these approaches are particularly effective:

1. Flexibility in Learning Environment: Online and hybrid learning models allow students to learn in environments where they feel most comfortable and secure, reducing anxiety and stress associated with traditional classroom settings.
2. Personalised Learning: These models enable personalised education plans tailored to each student's needs, interests, and learning styles. This individualised approach can significantly enhance engagement and motivation.
3. Accessibility: Online learning removes geographical barriers, ensuring that students who cannot physically attend school due to emotional or health reasons can still access quality education.
4. Consistent Support: Online platforms can provide continuous access to resources and support, including mental health services, which are crucial for students with EBSA.
5. Innovative Engagement: Interactive and multimedia-rich content in online learning can make education more engaging and enjoyable for students who struggle with traditional methods.
6. Reduced Stigma: Learning from home or in a hybrid setting can reduce the stigma associated with absenteeism and SEN, fostering a more inclusive and accepting learning environment.

Alignment with National Goals

Reclassifying EBSA as a SEN aligns with the UK's commitment to the Sustainable Development Goals (SDGs), particularly #SDG4, which aims to ensure inclusive and equitable quality education for all. This move would also support #SDG3, promoting mental health and well-being, and #SDG10, reducing inequalities by ensuring that vulnerable students receive the support they need to succeed.

Conclusion

Reclassifying EBSA as a Special Educational Need is a necessary step towards creating an inclusive and supportive educational system. This reclassification would ensure that students with EBSA receive the tailored support they need, leading to improved educational outcomes and well-being.

The next government must prioritise this change to foster a more equitable and effective educational ecosystem in the UK and engage with all stakeholders including parents, students, alternative provision and online schools to avoid costly unintended consequences of policy changes. The current policies that inadvertently penalise students for accessing supportive online learning interventions must be revised to reflect a more progressive, inclusive and compassionate approach to education.