Understanding Emotionally Based School Avoidance: A Comprehensive Perspective

by William Gomes

Emotionally based school avoidance (EBSA) is a complex and multifaceted issue that has gained increasing attention in recent years. This phenomenon, characterised by high levels of anxiety and non-attendance at school due to emotional or mental health needs, affects an estimated 1-5% of students in the UK. The language we use to describe EBSA is crucial in shaping our understanding and approach to this challenge. Terms such as "school refusal" or "truancy" can be stigmatising, implying intentional defiance and obscuring the genuine emotional struggle experienced by these students. By adopting a more compassionate and emotionally-based language, we can foster a reflective, trauma-informed approach that prioritises the well-being and support of the students affected.

To effectively address EBSA, it is essential to understand the complex interplay of factors that contribute to this phenomenon. Bronfenbrenner's Ecological Systems Theory provides a valuable framework for examining the various influences on a child's development, from their immediate environments (microsystem) to broader societal factors (macrosystem). This holistic perspective allows us to recognise that EBSA is not an isolated issue, but rather the result of a complex interaction between the child, their family, school, and wider community.

Research has identified several key risk factors for EBSA, including neurodivergence, particularly autism, and the transition from primary to secondary school. Children on the autism spectrum often face sensory overload and social challenges that can make the school environment overwhelming, leading to heightened anxiety and difficulty engaging with school. Similarly, the transition to secondary school marks a significant change in a child's academic and social world, with new expectations, unfamiliar environments, and increased social pressures. This transition can be particularly challenging for students who already struggle with anxiety, and may be further complicated by the influence of puberty on stress levels and social interactions.

The impact of the COVID-19 pandemic on EBSA cannot be overlooked. The disruption to vital social interactions and relationships between home and school, combined with the broader societal upheaval, has created an environment where mental health has deteriorated rapidly for both children and parents. This has exacerbated existing risks and made school attendance even more challenging for many students as schools have reopened.

To develop effective interventions for EBSA, it is crucial to understand the function that this behaviour serves for the individual student. All behaviour is a form of communication, reflecting an underlying need that must be explored and addressed, rather than dismissed. For students experiencing EBSA, school avoidance may serve as a means of removing themselves from distressing stimuli, such as academic pressure, sensory overload, or social anxiety. The relief of "not being there" can provide temporary respite and make avoidance feel like the only option. Alternatively, by not attending school, students may gain access to more comfortable environments, nurturing relationships, or pleasurable activities at home.

When exploring the function of school non-attendance for a child, it is important to gather information on the factors that "push" them away from school and "pull" them towards home. These factors may include academic pressure, social challenges (e.g., bullying or exclusion), unmet special educational needs, sensory overload, and conflict with staff at school. On the other hand, positive relationships with peers or trusted adults, opportunities for success, and the desire for social interaction may "pull" a child towards school. At home, family tensions, parental mental health struggles, or difficult home environments may "push" a child away, while the comfort of being with family, reduced stress, and access to pleasurable activities may "pull" them towards home.

Supporting students with EBSA requires a collaborative, whole-systems approach that involves the student, their family, school staff, and relevant professionals. Key principles of effective intervention include early identification and support, working closely with families, actively involving the student in the process, developing personalised and holistic action plans, and regularly reviewing progress. Central to this approach is the creation of a safe, predictable, and supportive environment for the student, achieved through consistent routines, familiar faces, and the sense of being "held in mind" by those around them.

Nurturing relationships based on trust, autonomy, understanding, and care are essential in helping students feel safe enough to return to school. These relationships should focus on the student's emotional well-being and personal growth, rather than solely on academic performance. By providing a supportive network that helps students move from avoidance to re-engagement, schools, families, and communities can work together to address the complex challenges of EBSA.

Despite growing awareness of EBSA, a consistent and unified approach is still lacking in many areas. Families often face fines for their child's school avoidance, despite clear legislation stating that mental health-related absences should be authorised. To address this issue effectively, a whole-school approach is essential, focusing on providing the support and structure needed for each child to gradually re-engage with school. This involves developing step-by-step plans tailored to the individual needs of each student, with clear, achievable goals and regular reviews to monitor progress.

Emotionally based school avoidance is not a choice, but a reflection of the overwhelming emotional distress experienced by the students affected. By understanding the complex roots of this phenomenon and creating environments that prioritise emotional safety and support, we can help these students rediscover their place in school and rebuild their self-belief. The language we use matters – by adopting a compassionate, emotionally-based approach, we can foster a deeper understanding of the challenges faced by students with EBSA and develop more effective interventions to support them.

Listening to the voices of the students themselves is crucial in this process, as they are often the best source of insight into the factors influencing their school avoidance. By working collaboratively with students, families, and professionals, and committing to principles of compassion, listening, and understanding, we can create a supportive network that helps students overcome the challenges of EBSA and thrive in their educational journey.

William Gomes, a British-Bangladeshi anti-racism campaigner, advocate for the rights of displaced people, and a contributor to various publications. He can be reached at [email protected]. Follow him on Facebook at https://www.facebook.com/williamnicholasgomes and on X at https://x.com/Wnicholasgomes.

#EmotionallyBasedSchoolAvoidance #EBSA #MentalHealthInEducation #SchoolAttendance #SupportingStudents #TraumaInformedApproach #WholeSchoolApproach #CollaborativeSupport #NurturingRelationships #EducationalPsychology #StudentWellbeing #InclusiveEducation #SpecialEducationalNeeds #AutismInEducation #COVID19Impact #LanguageMatters #CompassionInEducation