EBSA: What About the Pupils Who Aren't Back in the Classroom?

As schools across the UK continue to grapple with persistent absence rates, one group of pupils remains particularly vulnerable: those experiencing Emotionally Based School Avoidance (EBSA). 

While much focus has been placed on getting children back into classrooms, we need to ask a crucial question – what about those pupils who simply aren't ready to return, and how can we better support them through understanding their unique needs?

Understanding EBSA: More Than Just 'School Refusal'

EBSA affects pupils across all age groups and backgrounds, creating a complex cycle that can be challenging to break. The anxiety cycle is well-documented: anticipation leads to anxious thoughts and physical feelings, which drives avoidance of the school situation. This provides short-term relief but ultimately increases long-term avoidance behaviours, perpetuating the cycle.

Research shows that 11% of 8-16 year olds with mental health difficulties have missed more than 15 days of school in a single term. This isn't simply about pupils choosing not to attend – it's about genuine emotional and psychological barriers that prevent them from accessing education.

The Hidden Complexities

What's often overlooked in EBSA cases is the role that communication difficulties and neurodivergent traits play in school avoidance. Many pupils experiencing EBSA may have underlying speech and language needs or be neurodivergent, factors that can significantly impact their school experience.

Speech and Language Considerations

Pupils with speech and language difficulties may avoid school because:

• They struggle to communicate their needs effectively to teachers and peers
• Social interactions feel overwhelming when communication is challenging
• Academic tasks become frustrating when language processing difficulties aren't recognised
• They may have experienced negative reactions to their communication differences

Neurodiversity and School Avoidance

Neurodivergent pupils, including those with autism, ADHD, dyslexia, and other conditions, may experience EBSA for reasons including:

• Sensory overwhelm in busy school environments
• Difficulty with social communication and peer relationships
• Challenges with executive functioning and organisation
• Masking their differences, leading to exhaustion and burnout
• Feeling misunderstood when their needs aren't recognised or met appropriately

The Four Key Reasons Behind School Avoidance

Understanding why pupils avoid school helps us develop more targeted support strategies:

1. To avoid school-related stressors - This might include academic pressure, sensory overwhelm, or communication challenges
2. To avoid social situations - Particularly relevant for pupils with speech and language difficulties or social communication differences
3. Home-related reasons - Sometimes staying home feels safer or more predictable
4. To engage in preferred activities - This might include special interests or activities that provide comfort and regulation

Supporting Pupils Who Aren't Ready to Return

1. Early Identification and Assessment

Rather than waiting for a crisis, schools need robust systems to identify pupils at risk of EBSA early. This should include:

• Screening for speech and language needs
• Neurodiversity assessments where appropriate
• Understanding each pupil's unique profile and triggers

2. Flexible and Graduated Support

Not every pupil will be ready for an immediate return to full-time classroom learning. Consider:

• Gradual reintegration programmes that respect the pupil's pace
• Alternative learning environments within school that feel safer
• Personalised timetables that account for individual needs and capacity
• Sensory breaks and regulation time for neurodivergent pupils

3. Communication-Focused Interventions

For pupils with speech and language needs:

• Provide alternative communication methods where needed
• Train staff in communication-friendly approaches
• Create visual supports and social stories to help pupils understand expectations
• Ensure pupils can communicate their needs and feelings effectively

4. Neurodiversity-Affirming Practices

• Create sensory-friendly spaces and consider environmental adjustments
• Recognise and celebrate neurodivergent strengths and interests
• Provide clear structure and predictability
• Allow for different ways of demonstrating learning and engagement

Looking Beyond Attendance Figures

Dame Rachel De Souza has called attendance "the biggest problem currently facing schools and policymakers." However, we must look beyond simple attendance figures to understand the complex needs of pupils experiencing EBSA.

Success shouldn't only be measured by pupils being physically present in classrooms. For some pupils, success might look like:

• Engaging with learning from home while working towards school return
• Attending for part of the day consistently
• Participating in small group activities
• Developing better communication and self-advocacy skills
• Building resilience and emotional regulation strategies

Research shows that emotional wellbeing at age 14 is a stronger predictor of GCSE success at 16 than prior academic attainment. This highlights the critical importance of addressing EBSA with a focus on long-term wellbeing rather than short-term attendance fixes.

When we properly support pupils with EBSA – particularly those with speech and language needs or who are neurodivergent – we're not just helping them return to school. We're helping them develop the skills, confidence, and resilience they'll need throughout their lives.