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EBSA used to mean ‘Emotionally Based School Avoidance’. Feedback from families told us they wanted a term that was more understanding. Emotional Barriers to School Attendance shows an understanding of the difficulties faced by families. It shows that pupils need help and support.

EBSA describes when children feel unable to go to school or lessons. This is due to feeling worried or anxious.

EBSA may mean that:

• School attendance is difficult.
• A child feels unable to go to school. They may even become upset or angry when asked to go to school.
• A child may go to school but feel unable to attend lessons.
• A child says that they feel unwell or sick. This may be before school or on a Sunday night.
• A child finds reasons to want to stay at home.
• A child is nervous or worried when going into school or when talking about school.
• A child with one or more of these behaviours can be experiencing EBSA. They need extra support to go to school.

What can lead to EBSA?

It is important not to blame children or families when a child feels unable to attend school or lessons. There can be lots of reasons that cause a child to feel this way. There is usually more than one reason and it can quite complicated. Some reasons can be:

• A situation in school has made the child feel uncomfortable. For example, an argument with friends or a teacher.
• A change in the child’s school. For example, moving to a new school or starting at secondary school.
• A change in the child’s home. For example, parents separating or a parent being ill.
• The child has a sibling who has or is currently experiencing EBSA.
• A child has special educational needs. They may need to be further identified or need more support.

More information on Special Educational Needs and Disability (SEND) is available on the SENDLO  website.

How do I help my child?

The language you use is important. Saying a child “refuses” to go to school suggests they are making a conscious choice. The child can feel they are to blame. Saying they are unable to go to school is better. It allows everyone to find solutions that don’t make a child feel worse.

Don’t force a child back to school if they are in a state of significant distress. Do not punish or shame them. This will feel more stressful and traumatic.

EBSA is often complicated. Working together in a blame-free way leads to the best results.

School staff, family, and the child or young person need to work together. This helps to identify the barriers or struggles your child is facing. Sometimes, support from other agencies helps too.

Celebrate the small steps your child or young person makes. Celebrate progress and the major milestones.

What do I do if I’m worried about my child?

If you think your child is experiencing EBSA, it is important to speak to your child’s school. first. Research shows that EBSA is best supported when you work together. Your child’s school can work with you to decide what the next steps for support should be.

Supporting your child at home

Every family and home are unique. Parents and carers need a range of support to suit their home life.

Strong routines

You may need support to promote healthy routines at home. Morning and evening routines are vital to help a child feel ready for school. Information about routines can be found in Family Life.

Good Sleep

Healthy sleep can be a challenge. Good sleep is key for children and young people. There is lots you can do to help your child have a good sleep routine. It helps a child feel ready for school. You can find information about sleep from these organisations:

The Sleep Charity website has lots of information and resources. It can help the whole family have healthy sleep.

Teen Sleep Hub is for teens and young people. The information is designed to be used by them.

Koala North West  is a local charity offering support using the accredited Sleep Programme from The Sleep Charity. Contact them to discuss the support available from the Koala North West Sleep service

Supporting a Child or Young Person in School

School staff consider each child as an individual. It is best to try to identify possible triggers that may be leading to EBSA. For example:

Is there underlying, generalised anxiety? Does it require support?

Is the child getting academic support? Consider whether they have a sense of success in school. Do they get enough support if they struggle?

Does the child have a good friendship circle? Or has there been an incident or breakdown in friendships?

Does the child have a strong relationship with members of staff? This could be their class teacher or support staff.

Does the child have special educational needs? Do school need to identify them?

Further information and guidance on Wirral’s EBSA strategy can be found here and the useful links below.