The 4, 3, 2, 1 on EBSA

Emotionally Based School Avoidance (EBSA) refers to the emotional and psychological anxiety that children experience when in school, which leads to a natural coping strategy to avoid this anxiety provoking trigger. It is more than mere truancy; it's a complex issue that can have long-term consequences if not addressed appropriately. Here’s the 4,3,2,1 on EBSA:

 

4 Key Points

• Understanding the Emotional Underpinnings: It's essential to grasp the emotional roots of issues like EBSA and persistent absenteeism to address them effectively.
• Recognising Contributing Factors: Academic pressures, social challenges, and sensory overload can all contribute to a young person’s school-related anxiety. A compassionate understanding of these elements is pivotal for effective intervention.
• The Power of Relationships: Having one key adult who children and young people know, trust and feel valued by in school is consistently shown to be the biggest resilience factor in school. Students are more likely to engage when they know they're valued.
• Holistic Approaches: A collaborative, multi-pronged approach, involving parents, pastoral care, and even medical professionals, is often the most effective way to find sustainable solutions. Empowering the student to be at the centre of any support and make the final decisions is key.

 

3 First Steps To Support EBSA Across School

• Student Well-being Survey: A simple, anonymous survey can reveal a lot about the collective emotional health of your classroom. It can serve as a great starting point for identifying potential cases of EBSA. There is a free wellbeing and resilience assessment here
• Mentor-Mentee Programs: Pair students who may be experiencing school-related anxiety with older student mentors who have successfully navigated similar challenges. There’s often a sense of feeling understood and other tips and strategies which only these students can offer.
• Regular Check-ins: Establish a routine of informal, one-to-one catch-up sessions with students to discuss both academic and non-academic matters. The most important part of this is to listen to help them feel accepted and understood. Any strategies we come up with are ideally coming from the student themselves, which we can suggest elaborations on. To prevent acquiescence and them simply agreeing, sometimes it’s helpful to make some suggestions, and then talk out loud as to why they wouldn’t work (i.e. modelling constructive challenges and adaptations).

By taking these initial steps, we’re not just addressing issues like EBSA and persistent absenteeism; we’re actively contributing to a more nurturing, compassionate educational environment. The benefits are manifold—a happier classroom, more engaged learners, and ultimately, a more fulfilling teaching experience for teachers.

The road may be challenging, but remember: the most rewarding journeys often are. And in this journey, you have the chance to change lives. Don't underestimate the power you hold in your role to be the one these children remember and talk about making the difference for them well into their adulthood. The impact you make today could be the turning point in a young person’s life.

 

2 Main Tips

• Be Observant: Early detection is key. Keep an eye out for signs of EBSA or persistent absenteeism and take proactive measures before the issues escalates. Often small changes at the earliest of signs can make a big difference. Maintain a dialogue not just with the students but also with parents and other stakeholders involved in the child’s education. We can’t overestimate how powerful feeling understood and supported by key adults can be.
• Professional Development: Consider training on EBSA interventions and strategies. The better equipped you are, the more effectively you can act. Find out more about EBSA training for teachers here

 

1 - Reflection

• How are we as a school working together to identify students who may be experiencing EBSA, and what can we do about it? Is there someone in school who has experience of working with EBSA (e.g. has taken the EBSA Horizons course)? Are you using the Checklist for Attendance Tracking and Support ?

 

Frequently Asked Questions (FAQs): Navigating Emotionally Based School Avoidance (EBSA), School Refusal, and Persistent Absenteeism

Addressing Emotionally Based School Avoidance (EBSA), School Refusal, and Persistent Absenteeism can be complex, but it's crucial for the overall well-being and academic success of students. Here are some frequently asked questions that delve into the intricacies of these challenges.

 

What is Emotionally Based School Avoidance (EBSA)?

EBSA refers to the emotional and psychological anxiety that children experience, which leads to a natural coping strategy to avoid school (i.e. the anxiety provoking trigger). It is more than mere truancy; it's a complex issue that can have long-term consequences if not addressed appropriately.

 

How is School Refusal different from EBSA?

While both terms are often used interchangeably, there is generally a move away from School Refusal as this indicates that there is an easy choice to attend or not attend school. On the other hand, Emotionally Based School Avoidance (EBSA) is broader and focuses on the range of emotional and psychological symptoms that lead to school avoidance. That is, while School Refusal refers to the act of not attending school, EBSA is more concerned about uncovering the reasons and finding sustainable solutions as to why a young person may experience anxiety in school.

 

What causes Persistent Absenteeism?

Persistent Absenteeism is often the consequence of EBSA. When children avoid school due to emotional distress, they become chronically absent. This cycle is difficult to break and can severely impact academic performance.

 

Can academic pressures lead to EBSA or School Refusal?

Yes, academic pressures are one of the significant factors contributing to both EBSA and School Refusal. The anxiety associated with performance and grades can make children dread school, leading to avoidance behaviours as a way to cope with these extreme feelings.

 

What role do social factors play in EBSA?

Social challenges like peer pressure, bullying, and isolation contribute to emotional distress and can lead to EBSA or School Refusal. They also reduce any draw towards school i.e. positive social interactions and friendships can be a huge resilience factor in maintaining attendance for some children. We can also not overstate enough the importance of having a close relationship with at least one key adult in school.

 

This FAQs section aims to give us some key answers to common questions on Emotionally Based School Avoidance, School Refusal, and Persistent Absenteeism. If you’ve any additional questions you’d like answered, please get in contact with us at: [email protected]

 

EBSA Horizons School Staff Training

EBSA Horizons School Training is a comprehensive CPD course for School Staff, which develops understanding and skills (alongside a lot of resources) to support children and young people experiencing difficulties attending school. This course has been updated for 2023 with a new chapter -

Chapter 6:  The Systemic Change Model of EBSA

Find out more about EBSA Horizons School Training here and register your interest to receive 3 FREE resources from this course.

  

EBSA Horizons Educational Psychologist CPD

EBSA Horizons is a comprehensive CPD course for EPs, which develops understanding and skills (alongside a lot of resources) to support children and young people experiencing difficulties attending school. This course has been recently updated for 2023 with two new chapters -

Chapter 6:  Supporting Autistic CYP Experiencing EBSA

Chapter 7:  Entrenched EBSA

Find out more about EBSA Horizons here and register your interest to receive 3 FREE resources from this course.