Research Project | Emotionally Based School Avoidance (EBSA)

By Rachel Sawyer, Trainee Educational Psychologist, at University of East Anglia, currently undertaking resea arch into Emotional Based School Avoidance (EBSA) / Non-attendance (EBSNA)

As educational professionals, the challenges and range of SEN that we are faced with supporting are continually evolving and growing. Therefore, it seems only fitting that our practices should adapt alongside them.

As a Trainee Educational Psychologist, I am constantly learning and adopting new approaches in order to develop my knowledge and experience. However, one area in which I believe further knowledge and professional adaptation is needed, is the issue of ‘Emotionally-based school non-attendance’ (EBSNA).

First identified by Broadwin (1932), this phenomenon has been known by various terminology, including ‘School Phobia’, ‘School Refusal’, and recently, ‘Emotionally-based School Avoidance’ (EBSA). These refer to school attendance difficulties due to emotional factors, resulting in increased or prolonged absences. It is well documented that school non-attendance is associated with negative later life outcomes, such as difficulties with employment, development of life skills and greater association with psychiatric difficulties (Kearney & Graczyk, 2014; Thambirajah, Grandison & De-Hayes, 2008). Therefore, it seems concerning that, in my own practice, the practice of my colleagues and the schools that I work alongside, all report an increase in the prevalence of EBSNA in recent months and years.

In response to this, many local authorities (LAs) have produced ‘guidance’ for schools in supporting this need, most notably West Sussex (2010), and more recently Derbyshire, Somerset, and Hertfordshire (2021). Whilst this demonstrates the LA drive for early intervention and pro-active support, the majority of this guidance is directed towards schools and professionals, with little targeted support available for parents. According to the Education Act (1996), the legal responsibility in ensuring a child’s school attendance lies with the parents, leaving them liable for prosecution and Fixed Penalty Notices should a child not attend. However, given the heterogenous nature of EBSNA, and the range of contributing factors, it is not surprising that 98% of parents experiencing prosecution reported that this did not alter their child’s situation (Not Fine in School, 2020).

Research completed by Archer, Filmer-Sankey, & Fletcher-Campbell (2003) into the views of Local Authority and school professionals identified that many believed ‘home factors’, such as parenting and socio-economic status to be the ‘origin’ of school refusal behaviours. Although historical, the literature consistently suggests that feelings of ‘blame’ and ‘judgement’ felt by parents continue to exist in the context of EBSNA (Browne, 2019; Nuttal & Woods, 2013), indicating that more needs to be done to ensure that parents feel supported by professionals. This is especially relevant in the aftermath of the Covid-19 school closures, and the yet unknown impact that this has had on childhood anxiety and views about school.

Findings in this field frequently support the understanding that each case of EBSNA is unique, which a range of home, school and community-based factors contributing to a child’s school non-attendance, suggesting that the best way to understand EBSNA is through an ‘eco-systemic’ approach (Bronfenbrenner, 1992). Therefore, adopting a multi-systemic approach to support, through involving the child, parents and associated professionals, seems the most appropriate response. However, little research into what this might look like has yet taken place, with parental views and practical suggestions for support underrepresented in the literature.

I therefore hope to use my position as a Trainee Educational Psychologist to contribute to professional understanding on this topic, through dedicating my doctoral research to capturing the voice and views of parents, and learning how best they can be supported when experiencing their child’s EBSNA. My research adopts a ‘solution-focused’ approach, meaning that I hope to look at retrospective cases of EBSNA, studying ‘what worked’ to facilitate progress. My hope is that this will identify positive and effective elements of professional practice to refine and increase when supporting EBSNA.

The message imparted from the literature on this topic, as well as anecdotal accounts from colleagues and friends, indicates that EBSNA is best supported when professionals act early and collaboratively. It is hoped that the rising trend of this difficulty across all ages, schools and abilities in a ‘post-Covid’ way of working, will highlight opportunities to develop practices and understanding in this area, from both an ‘evidence-based’ and experiential perspective.

If you know a parent of a child that has previously experienced EBSNA, then please follow or share the following link to take part in my research.

EBSNA Research Project Shareable Link

EBSA Horizons School Staff Training

EBSA Horizons School Training is a comprehensive CPD course for School Staff, which develops understanding and skills (alongside a lot of resources) to support children and young people experiencing difficulties attending school. This course has been updated for 2023 with a new chapter -

Chapter 6:  The Systemic Change Model of EBSA

Find out more about EBSA Horizons School Training here and register your interest to receive 3 FREE resources from this course.

EBSA Horizons Educational Psychologist CPD

EBSA Horizons is a comprehensive CPD course for EPs, which develops understanding and skills (alongside a lot of resources) to support children and young people experiencing difficulties attending school. This course has been recently updated for 2023 with two new chapters -

Chapter 6:  Supporting Autistic CYP Experiencing EBSA

Chapter 7:  Entrenched EBSA

Find out more about EBSA Horizons here and register your interest to receive 3 FREE resources from this course.