Emotionally based school avoidance ( EBSA) has been exacerbated by the periods of school closure and disrupted routines during the pandemic. Many schools are now concerned about pupils and students who have not yet made a successful transition back to good patterns of attendance.
Carefully structured conversations to identify ways forward can be successful. The guidance and materials produced to support these conversations are attached.
The framework has been successfully used by school staff , early help workers and other professionals working with families to try to understand the ‘push’ and ‘pull’ factors that are impacting on school avoidance for an individual and then to tailor an intervention that will support their return to school.