Emotionally Based School Avoidance Resources for school staff, parents, and young people

Understanding Emotionally Based School Avoidance (EBSA)

Does your child in Plymouth struggle to attend school regularly? If so, it's important to understand the reasons behind their absence. Emotionally Based School Avoidance (EBSA) is a term used to describe situations where emotional difficulties, not truancy or defiance, prevent a child from going to school.

Signs and symptoms of EBSA

EBSA can manifest differently in each child. Here are some common signs to be aware of:

Emotional distress: anxiety, fear, sadness, or a low mood surrounding school attendance.
Physical symptoms: headaches, stomachaches, nausea, or fatigue before or during school days.
Changes in behaviour: clinging to parents, crying spells, tantrums, or social withdrawal.
Low or inconsistent school attendance: missing entire days, arriving late, or leaving early frequently.
Difficulty separating from carers: separation anxiety can make it hard to be away from school.

If you recognise these signs in your child, don't hesitate to seek help. Early intervention is crucial to address the underlying emotional issues and prevent long-term academic and social difficulties.

Preventing and mitigating EBSA

Here are some steps you can take to help your child manage their emotions and improve school attendance:

Open communication: Create a safe space for your child to express their anxieties and concerns. Listen actively and validate their feelings.
Build routines: Establish consistent sleep schedules, wake-up times, and healthy eating habits. Predictability can reduce anxiety.
Positive reinforcement: acknowledge and reward your child's efforts, even small steps towards attending school. Celebrate successes!
Collaboration with teachers: Work with your child's teachers to understand their experiences at school and develop a support plan together.
Seek professional help: If needed, consult your GP or a child and adolescent mental health professional for additional support and strategies.

The Role of assistive technology in EBSA

While not a cure, assistive technology can be a valuable tool in managing EBSA. Here are some ways technology can help:

Organisation and planning:

Visual schedules: Apps or online tools with pictures and icons can create clear visual schedules to help your child understand the day's flow.
Reminder apps: Utilise reminder apps to prompt them about schoolwork, deadlines, or medication.

Focus and learning:

Noise-cancelling headphones: Block out distracting sounds in the classroom environment and improve focus.
Text-to-speech software: Support reading comprehension challenges by converting written text into spoken audio.
Dictation software: Allow children who struggle with writing to dictate their thoughts and complete assignments.

Communication:

Social skills apps: Utilise apps or online games that teach social skills and communication strategies.
Augmentative and Alternative Communication (AAC) devices: For children with significant communication difficulties, AAC devices can provide a voice and facilitate communication.

Things to consider

Technology should be used as part of a comprehensive support plan, not as a replacement for addressing the underlying emotional issues. It's crucial to:

Individualised approach: Choose tools based on your child's specific needs and learning style.
Training and support: Ensure your child receives proper training on using the technology effectively.
Monitor usage: Monitor technology use to ensure it promotes learning and doesn't become a distraction.

Who can help me?

For more information or if you have any questions, please email psyserv@plymouth.gov.uk

Guidance

The following four documents have been produced by the Plymouth Educational Psychology Service:

Is the information correct?

Let us know if the information on this page is wrong and needs to be updated.

Want to create a page on the Plymouth Online Directory? Register for free and add a page; it only takes a few minutes.