Supporting EBSA in Australian Schools

Across the country, school attendance is under the microscope. From daily headlines to senior leadership meetings, it’s clear that absenteeism is one of the most pressing issues facing the education sector. Behind every attendance statistic, though, is a child – and a complex set of challenges that can’t be solved with quick fixes or blame.

Read our article about dismantling barriers to school attendance.

Among the many factors contributing to school absence, one is emerging more prominently: Emotionally Based School Avoidance (EBSA). Understanding and addressing EBSA is essential to improving attendance in a sustainable, compassionate way that honours each child’s experience and strengthens school communities.

A national challenge with local urgency

According to a June 2025 report by The Guardian, more than one third of Australian students are now falling below benchmark attendance. In some schools, particularly in lower socio-economic areas, up to 70% of students are regularly absent. School leaders describe a rising wave of ‘school refusal’, with absences often linked to anxiety, mental health, or environmental stressors, rather than disinterest or defiance.

The impact is clear: missed learning, social disconnection, and increasing pressure on school systems already stretched by staff shortages and a rising complexity of need.

What is EBSA?

EBSA refers to a student’s severe difficulty attending school due to emotional distress, such as anxiety, trauma, or mental health concerns. It’s not the same as truancy. Students with EBSA often want to attend school but feel unable to.

And EBSA is a continuum, not a moment. What begins as reluctance can evolve into prolonged absence, particularly if the underlying issues are misunderstood or unaddressed.

For many students, this emotional distress may be shaped by cultural disconnection or a sense of not belonging within the school environment. This is particularly relevant for First Nations students, students from immigrant and refugee backgrounds, and those experiencing generational poverty  where inherited trauma or a historical mistrust of institutions can deeply influence engagement with education.

Understanding the roots: behaviour as communication

As educators, we know that behaviour is a form of communication. EBSA is often a sign that something isn’t working for the student — emotionally, relationally, environmentally, or systemically.