School Avoidance (EBSA) and SEND: How Parents and Teachers Can Help

Every September, schools across the UK mark School Avoidance Awareness Week. It’s a chance to raise awareness of school avoidance, sometimes called school refusal, and to understand why some children, especially those with SEND (Special Educational Needs and Disabilities), find attending school such a struggle.

Professionals increasingly use the term Emotionally Based School Avoidance (EBSA). Unlike truancy, EBSA happens when a child wants to attend school but feels emotionally unable to because of anxiety, overwhelm, or distress. For parents, teachers, and SEND staff, recognising EBSA early is vital to prevent long-term barriers to learning.

What is EBSA (Emotionally Based School Avoidance)?

EBSA describes children and young people who experience severe anxiety about school attendance. This often shows up as:

• Morning distress before leaving home

• Physical symptoms (stomach aches, headaches, nausea)

• Difficulty entering the classroom or staying for a full day

• Emotional behaviours such as crying, panic attacks, withdrawal, or anger

EBSA is not defiance. It’s a sign that a pupil is struggling with emotional or environmental demands that feel too big to manage.

Why Do SEND Pupils Experience School Avoidance?

Many SEND pupils are more vulnerable to EBSA because of the unique challenges they face in school environments:

• Sensory sensitivities: Noisy corridors, bright lights, or crowded classrooms can cause sensory overload.

• Learning differences: Struggling with reading, writing, or processing speed may lead to frustration and avoidance.

• Social challenges: Difficulties forming friendships or navigating social rules can make school overwhelming.

• Mental health needs: Anxiety, depression, or past negative experiences heighten the risk of EBSA.

When these challenges build up, school avoidance becomes a way for a pupil to protect themselves from distress.

Parents play a key role in helping children with EBSA feel safe enough to return to school. Helpful steps include:

1. Listen and validate: Show your child you believe their worries are real.

2. Communicate with the school early : Speak with the SEND or wellbeing team as soon as patterns of absence appear.

3. Take small steps: A phased return, shorter days, or flexible arrangements can rebuild confidence.

4. Keep routines consistent: Morning structure and calm support help reduce anxiety.

5. Seek professional support: Educational psychologists, counsellors, or GPs can provide tailored strategies.

The Role of Teachers and Schools in Tackling EBSA

Schools can make a huge difference in reducing school avoidance for SEND pupils:

• Safe environments: Provide calm, predictable spaces where pupils can regulate.

• Trusted relationships: A key adult at school gives children someone to turn to.

• Flexible expectations: Adjust timetables, allow sensory breaks, and adapt curriculum demands.

• Strong parent partnerships: Keep communication open and supportive, not punitive.

• Staff training: Equip teachers to recognise EBSA and respond with empathy instead of discipline.

By understanding the emotional roots of school refusal, schools can build an inclusive culture that meets children’s needs.

Moving Forward Together

School avoidance (EBSA) is not simply a refusal to attend; it is a sign of distress that requires compassion, collaboration, and creative solutions. For SEND students, support from both home and school is essential to rebuild trust and confidence.

At Eton Academy, our SEND and Wellbeing teams work together to guide families through these challenges. During School Avoidance Awareness Week and every week of the year, we remain committed to ensuring that every pupil feels understood, supported, and able to thrive.