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For a team meeting - emotionally based school avoidance

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For a team meeting - emotionally based school avoidance

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Emotionally-based school avoidance is a term referring to reduced or nonattendance at school by a child or young person.

Rather than the term 'school refusal', the term EBSA recognises that this avoidance has its root in emotional, mental health or wellbeing issues.

The 2022 Attendance Audit from the Children's Commissioner found that in Autumn 2021, 1 in 4 children were persistently absent. In 2018/2019, this figure was 1 in 9 - meaning that persistent absence has more than doubled in this time period.

This resource:

introduces the topic of EBSA

explores some of the potential risk factors

provides strategies and tips to help education staff tackle the issue.

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This resource looks at the topic of emotionally-based school avoidance (EBSA) and shares ideas to help education staff address the issue.

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In the past, increasing pupil attendance may have been seen as the Cinderella of school improvement.

Thinking back to the early examples I observed of school improvement, my first experiences were of the use of behaviour systems. Then we moved on to how to develop teaching and learning, before finely honing systems to squeeze that last drop of attainment and hence progress for our pupils.

Attendance was often an after-thought and not given the attention by senior leaders that it required.

It is so very different today. We all recognise that the first pre-requisite to learning is pupils being in the classroom. Hence many schools are developing a wide range of systems and techniques which encourage pupils to attend school.

There is a clear focus on attendance by the Department for Education (DfE) with the publication of weekly attendance figures. The children's commissioner Dame Rachel De Souza has also warned the government that even with attendance figures increasing from last year, the issue of poor attendance and persistent absence has not got away.

All this comes after new attendance guidance kicked in this term (DfE, 2022) and the children's commissioner warning in her recent report (2022) that in autumn 2021, one in four children were persistently absent from school - compared to one in nine in 2018/19 (pre-pandemic).

The latest attendance figures show us that at the end of September 2022, school absence was running at 6.1% for the year to date (4.8% in primary schools; 7.6% in secondary schools). The overall figure includes an unauthorised absence rate of 1.9% (DfE, 2022).
A never-ending challenge
The reality, of course, is that attendance is never "solved", and we know that high attendance in any school does not happen by accident.

You may work in a context where it seems automatic that pupils come to school. Equally you may have worked in challenging environments where schools continually strive to get pupils in, often without the support of parents.

Whatever type of school you work in, it is vital that you do not leave attendance to chance but instead continually focus on this element of your provision.

Attendance has been hit significantly by the difficulties we have faced with Covid over the last two to three years, when at times there has been confusion as to whether pupils should even be in school or not.

The cost-of-living crisis has added to the problems, with a range of barriers now facing our most deprived pupils. In turn with these challenges, Ofsted appears to be ramping up its expectations of what it feels attendance should look like and what schools should be doing.

Those colleagues who have read my previous articles in Headteacher Update will remember that I have certain tactics which I apply to school improvement. I do not believe in trying to find a magic formula which will provide all the answers - there are "no silver bullets".

Instead, I continually look for small ideas and tweaks which I can use day-in, day-out to deliver school improvement. Drawing upon some of these "actions" from my bookNo Silver Bullets: Day-in, day-out school improvement(namely actions 72, 71, 85 and 75), in this article I will highlight four ideas which you can use to try and ensure high attendance in your school.
1, Calculate attendance statistics weekly
You must ensure that for every session, mornings and afternoon, the overall attendance is calculated and shared with senior leaders.

One leader must have responsibility for ensuring that this is completed every day and that the attendance is continually compared with what happened on previous days. This must always happen.

Then on a weekly basis, the trends must be considered:

Which year groups have the lowest attendance?

Which day of the week is attendance the lowest?

How does the attendance of Pupil Premium children compare with their peers?

How does the attendance for different prior attainment groups compare?

What is the attendance for key marginal pupils?

This information is vital in enabling leaders to begin to take interventions to improve attendance and to consider if interventions are making a difference.

Sometimes we find that the act of leaders carefully analysing attendance and being aware of the detail of what is happening in schools can provide some improvement on its own.
2, Focus on the attendance of individual pupils
The attendance of all individuals must be carefully and accurately gathered. And it must be completed as speedily as possible.

You need to know which pupils are in school and every day - be constantly looking at how their individual attendance is changing. You need to be asking yourself questions such as:

Which pupils have had three days off in a row?

Which pupils are averaging one day off a week?

Which pupils are always off on a Monday?

Which pupils are slipping into persistent absence?

3, Target persistent absence
This can only be determined if you have accurate tracking of individual pupils daily.

The first task is analysis to make sure you have accurate lists of those pupils who are persistently absent.

Look at the pupils and see if there are patterns in their absence. Do they regularly miss a Monday or Friday? Do they miss certain lessons? If you can see such patterns, the pastoral team needs to talk to the child and see what support can be given. Dealing with absence often needs to move from punitive to support.

Next look at the pupils who are only just persistently absent: the pupils who have attendance between 85% and 90%. These are your quick wins. Calculate how many days of continuous attendance they will need so they move out of the persistently absent category. At different points of the term, the number of days will vary.

Again, using the pastoral team, work with those pupils and their parents individually and explain to them the concept of persistent absence and how this could affect them, their education, or chances later on in the world of work. Set them challenges of how many days of attendance they need to be no longer persistently absent. Then check-in with them every day to see if they are in school.

Ensure you praise them if they are in school every day. You could look at small rewards if you feel this is appropriate. This could be as simple as a written note or card saying that you are proud of them for the effort that they are making.
4, Which strategies work with which pupils
Once you have moved some of these pupils out of the persistently absent category, then start working with the next group of pupils and trying to move them. With this kind of forensic approach, schools can quickly make a difference.

When an attendance intervention is applied with an individual child, consider the impact that it has. Try not to use multiple attendance strategies at the same time so that you can easily identify what has made the difference.

Think of the basic interventions such as:

Attendance rewards

Phone call to parents

Letters to parents (so-called nudge letters)

Visiting the house

Attendance meetings

Threats of fines

Then group the action into one of the four categories:

Positive response from family and improved attendance.

Negative response from parents but still improved attendance.

Positive response from family but no impact on child's attendance.

Negative response from family and no impact on child's attendance.

There are no magic answers
Use this information to help personalise the actions that you take to improve the attendance of individual pupils.

These are four actions of the 22 suggestions in my book which you can use to improve attendance in your schools. More widely, there are 108 actions in the book to develop quality first teaching, raise external outcomes, and improve behaviour.

None of these actions provide magic answers. Instead, they all require consistent and determined efforts by a range of staff working together as a team and if this is applied you can make progress with the attendance of pupils at your school.
Further information & resources
Paul K Ainsworth has held director of school improvement roles in four multi-academy trusts and is currently the Education Director with Infinity Academies Trust in Lincolnshire. He has supported leaders of small rural primary schools to large 11 to 18 urban secondaries, working intensively with those in Ofsted categories. He is the author of No Silver Bullets: Day-in, day-out school improvement and a TEDx speaker. Read his previous articles via https://bit.ly/htu-ainsworth

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Four ideas to ensure high school attendance

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In the past, increasing pupil attendance may have been seen as the Cinderella of school improvement. Thinking back to the early examples I observed of school improvement, my first experiences were of the use of behaviour systems. Then we moved on to how to develop teaching and learning, before finely honing systems to squeeze that last drop of attainment and hence progress for our pupils.

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Non-attendance is an increasing issue among our vulnerable learners. Here are 10 ideas to make school feel more possible for students struggling to attend.

Getting the day off to the right start really matters for students whose attendance appears to be on the wane. The first interactions of the day set the weather for the entire day for the student - or the entire week or term if it is a Monday or back-to-school day.
1, Warm welcome

Start by making sure that every student knows that they belong here and we are happy that they have come to school. This matters for every child but is especially important for those students whose attendance has been patchy or who we have not seen in a while. Getting themselves onto the premises can indicate a hard-fought battle with anxiety won - reward that battle by making it clear you are delighted that the student is here today.

Get it right by asking frontline staff to use an approach of "unconditional positive regard" for students arriving, especially those with lower attendance.
2, Pick your battles
If a student has overcome the hurdles that might have kept them away from school, let's see the positives in the situation - they are here! - rather than the negatives (they don't have their tie, they're late, they didn't do their homework). Pick your battles carefully and if your key concern is supporting attendance, do not jeopardise this by adhering too closely to your standard behaviour policy.

Get it right by exploring with colleagues what your priorities are for students with low attendance and taking a consistent approach that makes students feel positive about having made it into school.
3, Morning routine

When we repeatedly do things, our anxiety response will become habitual, and we become more able to cope and manage. We can use this trick of biology to our advantage by giving students a consistent experience when they arrive at school - think about when, where and with whom they arrive and what kind of activities might motivate them on arrival. Doing things in a similar fashion every day will mean that what feels almost impossible on day one could feel second-nature within a few weeks.

Get it right by exploring with a student what a good routine for their arrival might look like. Where and with whom do they feel safe? What would they like to do?
Vulnerable Learners Supplement: Free download This article is one of many to feature in the March 2023 vulnerable learners supplement published by our sister magazine SecEd. The free 18-page download focuses on boosting attendance for vulnerable students as well as tackling the impact of poverty and other issues. It includes practical advice from colleagues working in our schools as well as three case studies of how schools are supporting their students. You can download the supplement in pdf format here.
4, Anxiety-free engagement
For some (but not all) students, academic anxiety is a key issue that makes them worry about school and can keep them away. There are a few strategies that can be easily applied in lessons to lessen this anxiety and make your classes feel like a safer place for anxious students.

Students who experience social anxiety can spend all lesson worrying about whether they will be randomly picked on to speak up in front of the class. This fear can prevent them from taking on board anything you share in the lesson.

Anxious students will be more able to engage if you agree with them never to pick on them randomly but find alternative ways for them to engage in the lesson instead. Some will be happy to raise a hand, others might like to write answers down or share their ideas with you one-to-one during quiet working time. Others may simply prefer to observe for now.
5, Quiet praise
Get it right by talking to anxious students about how they would feel confident engaging in your lessons.

Many students thrive on praise, but for others this can be a source of significant social anxiety as attention is drawn to them. For students who do not respond well to traditional praise you could instead:

Defer it: Give your praise quietly, one-to-one after the fact rather than drawing everyone's attention at the time.

Smile: Some students will respond well to a simple nod or a smile. A quiet acknowledgement between you and them that you have noticed what they are up to and that you are proud of them.

Note it: Write your praise down and give it to the student at the end of the lesson. These notes will often be treasured (even if the student pretends to brush them off at the time).

Every student needs to feel safe enough within your lessons to be a bold brave learner who is prepared to try new things, who is not scared to make mistakes, and who knows how and where to seek help when needed.

Get it right by becoming a learning role model to your students. Learn out loud and share with them how you help-seek and problem-solve. You can also work to actively praise and encourage the behaviours you hope to see. This might mean praising the process or unsuccessful first attempts rather than always celebrating successful outcomes.

Unstructured times in the day can be especially challenging for some students, such as those who are neurodiverse. Small changes here can transform these students' experience of school and make them less anxious about attending.

Students who struggle to make and keep friends, who get overwhelmed by the hubbub of unstructured time, or who struggle with social interactions may benefit from organised downtime. This can take the form of organised sports or clubs centred around children's interests. This can help foster a sense of belonging and connection and give students the reassurance of clear rules of engagement, unlike totally unstructured time.

Get it right by identifying students with shared interests and running, or enabling them to run, break or lunchtime clubs or meet-ups centred on those interests.

The lunch hall can be overwhelming for some students, and some of them will have the double whammy of also finding food overwhelming due to social anxiety, eating difficulties or sensory processing issues. Somewhere quiet to eat lunch can be the difference between some children eating their lunch or not. Hungry children will not thrive in the afternoon and will be less able to manage other underlying anxieties or distress.

Get it right by identifying somewhere quiet where students can eat lunch. Ensure there are clear rules for using this area and make it available to anyone who needs it (and who is happy to respect the rules).
9, End with positives
While the start of the day sets the weather for the day, how we finish the day sets the weather for tomorrow and can either support or jeopardise a positive transition from school to home.

Hunt for the good at the end of the day and also take care to wrap up any negatives that have happened so that students can start with a clean sheet tomorrow and do not end up taking worries home with them.

Give families a new story to tell about school by sharing good news with them. This can be something as simple as an email, a phone call or a postcard home.

When we take a little time to reach out to parents and carers with the positives, we instantly transform the tenet of the conversations that will happen about school outside of school. Persistence here can pay off and can begin to change hearts and minds, even in those families who have experienced challenges with school across multiple generations.

When trying any of these ideas, try to work in collaboration with the student and their family, keeping the student's motivations and strengths at the heart of every conversation.

Good luck and remember you don't need to do all of these things at once - just pick a few that feel like a good fit for the student you have in mind, try things out, and see what works!
Further information & resources Headteacher Update Podcast: This episode looks at why some students struggle to attend school and what we can do about it. Listen here.

Dr Pooky Knightsmith is a passionate ambassador for mental health, wellbeing and PSHE. Her work is backed up both by a PhD in child and adolescent mental health and her own lived experience of PTSD, anorexia, self-harm, anxiety and depression. Follow her on Twitter @PookyH, find her previous articles via http://bit.ly/htu-knightsmith or visit www.pookyknightsmith.com

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Ten ideas for attendance: What does a safe school look like?

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Non-attendance is an increasing issue among our vulnerable learners. Here are 10 ideas to make school feel more possible for students struggling to attend. Getting the day off to the right start really matters for students whose attendance appears to be on the wane.

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When I came to my current school nearly five years ago, attendance was well below 90 per cent. A previous inspection report stated that "attendance is falling and remains well below the national average. School data for this academic year indicates that over a third of pupils in Years 9, 10 and 11 are persistently absent from school."

School attendance: the reasons behind absence
Read more:
Keziah is executive headteacher of Q3 Academy Tipton, part of The Mercian Trust. She is co-founder and a strategic lead of WomenEd, and a member of the Headteachers' Roundtable

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Why we can't stop pupil absence by punishing families

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When I came to my current school nearly five years ago, attendance was well below 90 per cent. A previous inspection report stated that "attendance is falling and remains well below the national average. School data for this academic year indicates that over a third of pupils in Years 9, 10 and 11 are persistently absent from school."

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Mornings at Breakwater Academy, a one form entry primary school in Newhaven, East Sussex, feel warm and smell of fresh toast.
Some of the younger children eat theirs whilst the register is taken, others when completing their morning learning tasks. Sometimes, the older pupils choose to leave their slice until breaktime.

For a number of children, this is their breakfast, and they won't have eaten at home.

Breakwater, part of STEP Academy Trust since 2016, serves a predominantly white British community, with above average numbers of disadvantaged pupils - year group percentages range from 25% to 67%.

This challenging context informs all aspects of provision, from the approach to pedagogy and curriculum design, to the culture of safeguarding.

Safeguarding pervades all aspects of provision at Breakwater, because it has to. The post-pandemic context is ever more challenging due to the increase in parental and pupil anxiety and mental health issues, none of which meets external agency thresholds for either support or statutory involvement.

The academy continues to have high levels of mobility amongst pupils, which makes tracking the most vulnerable families extremely challenging.

The below-average starting points that characterise the children starting reception, particularly in terms of speech and language, adds to this challenge.

Safeguarding in the post-pandemic context falls more than ever to schools as other services struggle to meet increased demand; a lack of capacity and long waiting lists means that schools such as Breakwater fulfil an ever-widening safeguarding role.

All good schools prioritise a robust culture of safeguarding that far exceeds the statutory expectations; we are no exception. The processes and procedures of managing disclosures, record-keeping and staff training are embedded.

The safeguarding team is large for a small school: the role of designated safeguarding lead rests with all senior leaders (including the executive headteacher) and a learning mentor.

This approach ensures that capacity for safeguarding is never an issue, there is always someone to discuss concerns with and to help make decisions. Importantly, at Breakwater, there are a number of complementary characteristics of provision which have had a positive impact on safeguarding.

Making sure they're in school

The first of these is a robust, no-nonsense approach to, and prioritisation of, attendance, which has been in place since academisation. If a child is absent, this is acted upon swiftly.

One of the benefits of a small school is that all staff know all the children; the attendance officer alerts the DSL immediately at the slightest concern.

Patterns of absence are monitored by the education welfare officer, a position funded by STEP Academy Trust, who agrees a plan of support and reinforces expectations.

This frequency and persistence of contact is impactful and allows staff to spot any warning signs that might lead to wider safeguarding concerns.

Learning continues to be applied from the periods of COVID lockdowns, whereby the prioritisation of contact formed a large part of the safeguarding duty. Teachers spoke to pupils at least weekly (daily for some vulnerable families) by telephone or Zoom calls, and if contact could not be made, then doorstep visits were carried out.

Even for families thinking this an unnecessary intrusion, it was a constant reminder that the academy cared about them and was prepared to maintain that contact to ensure that their children were safe. The momentum from that relationship building and expectation has continued.

Overcoming the emotional fog

When in school, children know they are there to learn. The high expectations for their conduct and approach to learning are embedded, but for some children the complexity of their lives outside school means that they need extra support to be able to learn successfully.

Learning mentors work with a range of children, some of whom are identified because of a known safeguarding concern, but most because they are displaying signs of needing support in removing barriers to learning.

Research evidence shows that anxiety, worry about what's happening outside school and other types of emotional 'fog' make cognitive overload much more likely; overcoming this is a fundamental tenet of the knowledge curriculum at Breakwater.

It is the role of all staff, particularly the learning mentors, to help to lessen and remove these barriers, which in turn fosters an open, nurturing and safe environment.

Food as a window to children's lives

Children's relationship with, and attitude towards, food and eating provides a useful insight into their wider wellbeing, so in addition to toast in the mornings, children are offered fresh and dried fruit, rice cakes, crackers and bread sticks if needed.

The kitchen staff are also vigilant and talk to senior leaders if a child's eating habits change. This whole-school approach provides a platform for gathering information about the children which allows staff to both personalise their learning and maintain a robust knowledge base if safeguarding concerns arise.

It's good to talk

Providing a safe space for the children to talk, participate in therapeutic activities, or just sit and munch on a cracker for a few minutes in a quiet room facilitates an environment of trust and safety.

This gives the children the best possible chance of experiencing success in their learning. The word 'successful' can be heard frequently at Breakwater; the children are encouraged to aspire to succeed and achieve, and to present themselves as well as possible.

This includes standing or sitting up straight, smiling and greeting people around the academy, using full sentences when speaking and looking at whoever is speaking.
Curriculum content is designed to help the children acquire the vocabulary and language to understand and make links in the knowledge they are learning, but also to think critically, express their opinions and ask questions.

How is this linked to safeguarding? At Breakwater, the preventative safeguarding curriculum includes the premise that if children develop an awareness of who they are and how they fit into wider society (knowledge), and are able to express themselves appropriately (conduct), then they are better equipped to know that they are not safe, that something is not as it should be, and that they should share their concerns with an adult they trust.

Ultimately, students who feel safe and want to come to school simply achieve well, so academic achievement is the best it has ever been. Complacency is simply not an option.

How effective is our approach?

The holistic, embedded approach to safeguarding that is stitched into the fabric of Breakwater has had a transformational impact:

Parental engagement and the quality of relationships is much improved and there is increased participation in parent consultations.

A recent parent survey found 99% of parents agreed or strongly agreed that their child is well, safe and happy at Breakwater. The strength of this relationship places the school in a much better position to signpost services to parents as they are more willing to express a need for help, all of which contributes to a preventative approach to safeguarding.

Attendance continues to improve and is now more frequently in line with national levels. Persistent absence, which is confined to a small number of pupils, has decreased.

Suspensions are rare.

Academic achievement, which in 2022 saw performance in statutory assessments in with line or exceeding national levels, is the best in the school's history. Pupils' performance in statutory assessments is in line with, or exceeding, national levels.

Relationships between staff and pupils are positive, and the school environment exudes high expectations and care.

Zoё Griffiths is executive headeacher of Breakwater Academy, Newhaven

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Safeguarding is the key to boosting attendance | Pupils and Parents | The Headteacher

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Mornings at Breakwater Academy, a one form entry primary school in Newhaven, East Sussex, feel warm and smell of fresh toast. Some of the younger children eat theirs whilst the register is taken, others when completing their morning learning tasks. Sometimes, the older pupils choose to leave their slice until breaktime.

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You can download the School attendance action plan template or view the information below:

No response or concern about explanations

Parents/carers to be invited to school meeting. Formal action plan to support attendance to be agreed, individual attendance targets to be included. Date set for further meeting to review plan.

Any of the above as well as any other relevant school staff, e.g. Learning Mentor, Attendance Officer, SENCO

Approx 6 weeks (NB: sooner if child completely absent)

Meeting to review plan and agree a request for support from Early Help Services or referral to the LA Attendance Officer consideration of a Penalty Notice to be issued (if 85% or below)

Further unauthorised absence

Early Help services to consider initiating legal action or school staff to refer to the LA Attendance Officer for school- initiated prosecution (if attendance below 85%, referral has not been made to Early Help Services or to Attendance Officer team for a Penalty Notice).

Early Help services/School staff/Attendance Officer

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You can download the School attendance action plan template or view the information below: No response or concern about explanations Parents/carers to be invited to school meeting. Formal action plan to support attendance to be agreed, individual attendance targets to be included. Date set for further meeting to review plan.

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https://researchbriefings.files.parliament.uk/documents/SN05108/SN05108.pdf

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New guidelines that could come into force from September will mean schools need a new approach for anxious pupils, writes Stephanie Smith

New guidelines that could come into force from September will mean schools need a new approach for anxious pupils, writes Stephanie Smith

Stephanie Smith
Head of school, The Cavendish School

21 May 2023, 5:00

The Department of Education's strategy for improving school attendance came into effect from September 2022. The guidance is currently non-statutory, butt could become mandatory from September 2023.

The new guidance includes significant changes to the registration process, including an enforced 30-minute timeframe for student attendance to be recorded and the removal of secondary timetables that accommodate students with special needs. Its aim is to "maintain the same ambition for attendance and work with pupils and parents to maximise attendance", leaving little space to accommodate students who face barriers to attendance such as school-based anxiety.

Students with special education needs are disproportionately affected by these changes. The risk of 'school refusal' for students with autism is 42.6 per cent in comparison to 7.1 percent for neurotypical students. The word 'refusal' itself is problematic, because it implies a choice. The reality is that students with school-based anxiety don't feel able to attend school.

This applies to a number of our students, and the new guidance requires that they be registered as unauthorised absences, with vastly different implications to an authorised late attendance mark. Local authorities can take legal action through mandatory parenting classes, fines or even prosecution, subjecting parents who are already concerned for their children to further pressure during an already distressing period.

But there are ways that we can work within the framework of the new guidance to support those who struggle with anxiety and distress triggered by the school environment so that they can access their learning.

The first step is to identify specific times of day when students feel heightened levels of anxiety and to understand the root cause of these feelings. This enables us to develop appropriate strategies to support them. Typically we are able to do this before our students start at the school, and previous attendance records provide strong evidence.

There are ways we can work within the new framework

Students who have had a negative experience s of school may be distrustful of our efforts, and enforcing attendance may only increase their anxiety. Rebuilding trust is essential, and this starts outside of the school environment. Visiting students in locations where they feel comfortable removes one of the sources of anxiety, allowing the focus to remain on preventing that anxiety escalating into avoidance and, ultimately, poor attendance. It also means students feel safe and familiar with at least one member of the team. We organise activities with our art or occupational therapists outside of school to build on this approach too.

Investing time into building relationships with students, understanding their special interests, and listening to their needs is important to create a comfortable atmosphere where they can thrive. Ensuring school is somewhere they want to be can develop into an 'irresistible invitation' to attend.

One of the keys to success is to intervene before a pattern of absence materialises. We sometimes find our students feel anxious about how busy the main entrance is at the start of the day. The new 30-minute registration window makes managing this more complicated. However, there are work-arounds.

For some who struggle with enclosed spaces or large groups, we have had some success with using an alternative entrance, and with later arrivals prohibited under the new guidance, we've begun inviting them to start earlier instead.

For those whose anxiety is harder to accommodate, therapy can be key to breaking down barriers. Accessing support from an NHS therapist can be a frustratingly lengthy process when school attendance is at stake. We've found on occasion that a clinical assessment from a private provider often helps our students and their families access support more quickly.

On the subject of families, the post-Covid work-from-home culture presents an opportunity. Students are often significantly more relaxed when a parent or guardian is nearby, and we've found providing spaces for family members to work from the school premises helpful.

Working together, we really can remove the barriers to attendance facing students with school-based anxiety and improve access to learning. And that's a worth doing, whether the new guidance becomes law or not.

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How to help 'refusers' around new attendance guidance

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The Department of Education's strategy for improving school attendance came into effect from September 2022. The guidance is currently non-statutory, butt could become mandatory from September 2023.

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Let’s talk about anxiety: animation and teacher toolkit (annafreud.org)

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Let’s talk about anxiety: animation and teacher toolkit (annafreud.org)

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Let's talk about anxiety: animation and teacher toolkit

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The Let's talk about anxiety animation and resource toolkit helps students aged 11 to 13 to normalise, understand and manage anxious feelings.