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Across the education sector, school attendance is at the top of the agenda. And while there are undoubtedly a large number of underlying factors, Emotionally Based School Avoidance, or EBSA, is one issue that is presenting a significant challenge for students, families and school leaders.
Unlike truancy or low attendance more generally, Emotionally Based School Avoidance (EBSA) refers to a specific set of circumstances, where children and young people experience severe difficulty attending school due to deep-rooted emotional, mental health and well-being factors. This often results in prolonged periods of severe absence, and can significantly affect their outcomes, academically, socially and emotionally.
The question is: what are the underlying causes of EBSA, and what steps can we take to help students overcome their anxiety and return to regular education?
Contrary to what some may believe, EBSA is not a choice a child or young person makes; it’s a reflection of the deep emotional distress and anxiety they experience about attending school. There are many factors that can contribute to EBSA, some of which are personal or originate at home, and others that are linked specifically to school.
Factors can include, but are not limited to:
This complicated interplay of diverse personal, domestic, and educational factors can make EBSA very difficult to support and can result in some children feeling so anxious that they find it impossible to attend school.
Listen to our podcast about EBSA with Dr Tina Rae: Part 1 and Part 2.
The impact of EBSA on children and young people can be extremely damaging to their educational prospects, as well as their mental and emotional health. As EBSA becomes more deeply entrenched, and a student spends more and more time at home, the thought of ever returning to school can feel overwhelming.
Over time, anxiety can increase around the impact of missed learning and separation from peers, and so the cycle becomes harder and harder to break.
And it’s not just students themselves who are affected by EBSA: parents and carers may also struggle to understand and cope with their child’s anxiety, and may blame themselves for not being able to improve or change the situation. Pressure from school can trigger feelings of shame, stigma and guilt, and can even make some parents and carers question their ability to care for and support their child.
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