In the past the terms ‘School Refuser’ and ‘School Avoider’, have been used; these can be considered misleading as they may imply that the child has control over their difficulties.

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Early intervention is crucial when a young person begins to experience Emotional Barriers to School Attendance (EBSA). Spotting the signs and providing prompt support can prevent patterns of anxiety and avoidance from becoming entrenched, which often makes re-engagement with education significantly more challenging. This means schools working collaboratively with children and parents/carers once signs have been identified. Consider factors underpinning the anxiety and environmental stressors—and plan adjustments before the situation escalates. Delaying intervention risks increasing distress, and potentially leading to long-term academic and social consequences. 

• Educational psychology

• School attendance and safeguarding

• Creative psychotherapies in education

• Speech and language therapy

lessons from over 70,000 pupils

on improving school absence (July 2024) Summary:

1.The start of the year is crucial

2.Sense of belonging

3.To build belonging, a focus on small communities, individual attention and specialist support can help

4.Schools can develop a sense of safety through close attention to their physical and social environment

5.A relational and targeted approach to intervention was particularly effective. Alongside whole-cohort policies and strategies

6.Seeing attendance as everyone’s job can help build a sense of action around absence.

Schools are required to make all reasonable adjustments to support the child or young person within their current setting before considering a referral. The expectation is that referrals should only be made when all in-school options have been explored and evidenced, ensuring that external support is sought as a last resort rather than a first response.

The padlet aims to bring together evidence-based resources to support educators to make meaningful whole school or college developments.