EBSA Terminology: A Guide for UK School Staff

As teachers, TAs and SENCOs, we're all too familiar with the challenges of supporting pupils who struggle to attend school. Whether it's a Year 3 who can't seem to make it through the school gates or a Year 11 whose attendance has suddenly plummeted, these situations are complex and often heart-wrenching for all involved.

In recent years, you may have noticed a shift in how we talk about these issues. Gone are the days when we simply labelled a child as a 'school refuser'. Today, we're navigating a landscape of evolving terminology that aims to better understand and support our pupils.

But why does the language we use matter so much?

Firstly, our choice of words can significantly impact how we perceive and respond to a pupil's struggles. When we say a child is 'refusing' school, it might imply a level of choice that doesn't reflect the complex emotional challenges they're facing. On the other hand, when we talk about 'emotionally based' difficulties, we're acknowledging that there are deeper issues at play.

Secondly, the terms we use can affect how pupils and their families engage with support. A label that feels judgmental might push a family away, while one that resonates with their experience could open doors to meaningful collaboration.

The Psychology of Labelling Attendance Difficulties

As school staff, we're often the first to notice when a pupil is struggling with attendance. The words we choose to describe these struggles can have a profound impact on the child, their family, and our colleagues.

Labels can be a double-edged sword. On one hand, they can help us access support and resources for our pupils. For instance, when we identify a pupil as experiencing 'Emotionally Based School Avoidance' (EBSA) or Emotional Based School Non-Attendance (EBSNA) it can open doors to more targeted interventions and support strategies which will be more impactful. However, labels can also carry stigma. A pupil labelled as a 'school refuser' might be seen as deliberately difficult, potentially overlooking the genuine distress they're experiencing.

It's crucial to strike a balance. We need terms that recognise the challenges our pupils face without defining them solely by their difficulties.

Studies show that young people prefer language that describes their experience rather than labelling them as individuals. For example, many prefer 'a young person experiencing anxiety about school' rather than 'an anxious pupil'.

"When my teachers started talking about 'emotional barriers' instead of me 'refusing' to come to school, it felt like they finally understood. It wasn't that I didn't want to be there – I was scared and overwhelmed" - Year 8 pupil

"The term 'school avoidance' made sense to me. It described what I was doing, and made my teachers curious as to what was causing the need for me to avoid school" - Year 11 pupil

The language we use can validate a young person's experience and pave the way for more supportive conversations. It's about recognising the need while not losing sight of the whole child.

The Current Education Context

In our daily roles, we're constantly balancing individual pupil support with broader educational requirements. The Department for Education's guidance on school attendance is clear: every pupil is expected to attend school regularly. Of course, this is what most teachers, parents and the students themselves want; but when there’s big barriers to achieving this, the reality isn't so straightforward.

Our choice of language needs to align with our legal duties around attendance and safeguarding, while reflecting each pupil's unique situation. For instance, in attendance registers, we're limited to specific codes which (for now at least) don’t account for EBSA/EBSNA. But in our conversations with pupils, families, and other professionals, we have more flexibility to use language that accurately describes what's happening.

Consider how we might approach an attendance meeting. If we frame the discussion around 'unauthorised absences', it might put parents on the defensive. However, if we talk about 'emotional barriers to attendance', we're more likely to open up a collaborative dialogue about support.

A SENCO shared this experience:
"We had a Year 9 pupil whose attendance had dropped dramatically. When we shifted to talking about 'emotional wellbeing' and 'barriers to attendance', the family opened up. We discovered significant issues at home had seen them withdraw from their friendship groups in school and impacted their confidence with learning as they were falling behind. This change in approach allowed us to put the right support in place which worked. Really worked"

It's worth noting how terminology aligns with the SEND Code of Practice, which emphasises person-centred approaches and listening to the views of children and young people. This aligns well with using language that describes experiences rather than labelling individuals.

Exploring Current Terms Around Attendance Difficulties

Let's unpack some of the most common terms used to describe attendance difficulties and consider their implications for our practice.

Emotionally Based School Avoidance (EBSA):

This term acknowledges that the pupil's difficulty attending school is rooted in emotional factors, rather than being a behavioural choice. The word 'avoidance' recognises that the pupil is trying to cope with distress and positions the avoidance as a self-protective strategy to cope with stressors within the child's environment.

Emotional Barriers to School Attendance (EBSA):

This phrase emphasises the obstacles the pupil is facing, rather than the pupil themselves. It's particularly useful when identifying specific triggers or challenges, or to describe environmental contexts that do not best meet the child's wider SEND needs.

Emotionally Based School Non-Attendance (EBSNA):

Similar to EBSA, this term focuses on the emotional root of attendance issues. The 'non-attendance' part directly describes the outcome and is often used when a child has stopped attending school.

School Anxiety / Anxious In School:

This straightforward term directly names the emotional experience many pupils are going through. It's easily understood but might oversimplify complex situations.

Remember, no single phrase will perfectly describe every pupil's experience. The key is to use language flexibly and sensitively, always keeping the individual pupil's needs at the forefront of our minds.

The Impact of Terminology on Practice

The terms we choose directly influence our day-to-day practice in supporting pupils. Let's consider how different terminology shapes our interventions across primary and secondary settings.

When using 'Emotionally Based School Avoidance' (EBSA), we often focus on emotional regulation strategies.

A Year 5 teacher shared:
"We introduced more mindfulness activities in class and set up a quiet space where pupils could go if they felt overwhelmed. It's made a real difference for several children who were struggling with attendance."

'Emotional Barriers to School Attendance' (EBSA) often prompts a problem-solving approach. A secondary SENCO explained: "This language helps us work with pupils to identify specific triggers. For one lad, it was the crowded corridors between lessons. We put a buddy system in place and allowed him to leave lessons a few minutes early. His attendance improved dramatically."

When we talk about 'School Anxiety', it often leads to collaboration with mental health professionals. In primary schools, this might involve play therapy or art therapy. In secondary schools, it could mean CBT sessions for pupils struggling with anxiety-related attendance issues.

These approaches align with the SEND Code of Practice's emphasis on person-centred support. Instead of writing "Jamie is a school refuser" in a pupil's file, we might say "Jamie is experiencing emotional barriers to school attendance, particularly around peer interactions." This immediately suggests areas for support and intervention.

A primary TA shared:
"We had a pupil who was really struggling to come in. When we started talking about 'emotional barriers', it changed our approach. We worked with him to create a visual timetable that included 'worry time' with a trusted adult"

In secondary schools, our language can influence how we structure support for exam periods - a common trigger for attendance issues.

A Year 11 form tutor explained:
"Framing it as 'emotionally based avoidance' rather than 'skiving' helped us put more holistic support in place. We now have study skills sessions that incorporate anxiety management techniques"

Collaborative Language Use

Consistency in our language use can make a world of difference in how we support our pupils and communicate with families, both in primary and secondary settings.

A Head of Inclusion at a large secondary school shared:
"We dedicated an INSET session to discussing terminology around attendance. We invited input from all staff, from TAs to heads of year. We ended up with a glossary that everyone felt comfortable using"

Involving young people and families in these discussions is also important.

A Year 9 form tutor shared:
"We had a pupil who was really struggling to attend. In a meeting with him and his mum, we asked what words they'd prefer we use to describe the situation. They came up with 'school stress'. We incorporated it into our conversations and planning, and it made a noticeable difference in their engagement with support"

For younger pupils, visual resources can be helpful.

A primary school teacher explained:
"We created child-friendly posters explaining what we mean by terms like 'emotional barriers'. It's been a great tool for discussions with pupils and parents"

In multi-agency working, clear and consistent language is vital.

A SENCO from a pupil referral unit explained:
"We act as a bridge between mainstream schools, CAMHS, and social care. Using consistent terminology ensures that nothing gets lost in translation between services"

Remember, the goal isn't to find a perfect, one-size-fits-all term. It's about developing a shared understanding and a flexible vocabulary that we can adapt to different situations and individual needs, whether in primary or secondary settings.

Moving Forward: Best Practice in Terminology Use

As we continue to address attendance issues across primary and secondary schools, our choice of language plays a crucial role. Here are some guidelines for selecting appropriate terminology:

1. Put the pupil first: Prioritise language that the young person finds helpful and non-stigmatising.
2. Be specific: Use terms that describe particular challenges a pupil is facing, rather than broad labels.
3. Focus on experiences, not identity: For instance, 'a pupil experiencing anxiety about school' rather than 'an anxious pupil'.
4. Be consistent: Aim for consistency across your school and with partner agencies, while remaining flexible to individual needs.
5. Review regularly: Make time to review and update the terminology you use as our understanding evolves.
   
   

A Deputy Head shared:
"We've incorporated discussions about attendance terminology into our regular safeguarding training. It keeps it fresh in everyone's minds and allows us to adapt our language as needed"

Many schools, both primary and secondary, are finding success with Emotionally Based School Avoidance (EBSA) as a term.

A SENCO from a large comprehensive school shared:
"We've found EBSA to be a really useful overarching term. It acknowledges the emotional root of many attendance problems, while 'avoidance' helps us frame it as a coping strategy rather than deliberate non-attendance"

However, it's important to remember that EBSA/EBSNA might not fit every situation.

A Year 6 teacher cautioned:
"While EBSNA works well for many of our pupils, we had a family who really didn’t like the term avoidance even though we tried to emphasise that this is a natural coping strategy. We worked with them to find language that felt right for them, which was ‘school distress’"

Conclusion

The language we use to discuss attendance issues is a powerful tool that shapes perceptions, guides interventions, and impacts our pupils' educational experiences across all school stages.

A key takeaway is the need for thoughtful, collaborative language use. By involving pupils, families, and colleagues from across services in our discussions about terminology, we can develop a shared vocabulary that truly serves our community's needs.

Remember, there's no perfect term for every situation. What's crucial is that we use language that:

• Validates pupils' experiences
• Avoids stigma
• Promotes understanding
• Facilitates effective support
  
  

A Year 11 form tutor reflected:
"Since we've become more mindful about our language around attendance, I've noticed a shift. Conversations with pupils and parents feel more productive. We're focusing on solutions rather than blame"

A primary headteacher added:
"Changing our language around attendance hasn't solved all our problems overnight. But it's given us a foundation for more constructive conversations and more targeted support. It's a vital part of our toolkit in supporting every child to access the education they deserve"

As we continue to navigate the complex landscape of school attendance, let's keep the conversation going. Share your thoughts and experiences with colleagues. Seek input from pupils and families. Behind every attendance statistic is a young person with their own unique story. Our thoughtful use of language can help ensure that story is heard and understood.

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