Emotionally Based School Avoidance
Emotionally Based School Avoidance (EBSA) guidance and process.
Emotionally Based School Avoidance (EBSA) is a broad term to describe a group of young people who experience significant difficulties in attending school due to emotional factors.
The earlier that attendance difficulties due to EBSA can be identified, the better the outcomes for children and young people. Think about the children and young people that you work with that may be experiencing difficulties coming into school or attending particular classes. Our research showed that children and young people who are or may be neurodivergent are more likely to experience EBSA.
Children and young people and their parents and carers tell us that what helps the most is if their concerns are listened to, and a plan put in place based on their individual need. The plan needs to be monitored and updated through regular reviews. Having someone to talk to in school is also important for both parents and carers and children and young people.
EBSA guidance and process
In West Sussex, we have developed nationally recognised EBSA guidance and an EBSA process (see supporting document) to support school staff, professionals outside school and parents and carers.
Use these documents to:
- assess work already in place to prevent and reduce EBSA in school and map what else is needed
- plan what else could be put in place to support whole school and individual approaches to reducing EBSA or helping those already experiencing EBSA
- support you in do-ing your work to prevent and reduce EBSA
- review and adjust your work in a consistent way