Emotional Based School Avoidance (EBSA)
Emotional Based School Avoidance (EBSA) describes when a child or young person avoids school due to emotional and psychological difficulties. These may include:
- anxiety
- depression
- social phobias
- low self-esteem
- specific anxieties like speaking in front of others
EBSA can also stem from bereavement, sensory sensitivities, or difficulties forming peer relationships. These challenges make it hard for the child or young person to engage in school activities, affecting their educational and social development.
Other terms for EBSA
The term "school refusal" is often used to describe a child or young person's avoidance of school. This can imply a deliberate choice and place blame on the child. “School refusal” does not accurately reflect the emotional and psychological issues underlying Emotional Based School Avoidance (EBSA). To promote a more empathetic understanding, we advocate using EBSA instead. This term highlights the need for compassionate and holistic support rather than blaming the child or young person.
EBSA is not the same as school refusal because often the child or young person wants to be in school but cannot psychologically cope with the demands. It is rooted in emotional, mental health or wellbeing issues, and is not a deliberate act of defiance. EBSA can also present as a child or young person:
- attending school but avoiding certain people or areas of the school building
- being unable to stay in lessons
- missing certain lessons
How can EBSA affect people?
Anxiety and EBSA can affect a child or young person at any age. It can affect a child or young person's self-esteem, making them feel incapable and leading to a negative self-image. They may:
- withdraw socially
- feel lonely and disconnected
- worry about disappointing others
EBSA can also act as a defence mechanism against overwhelming emotions. Understanding these effects is crucial for parent carers, teachers, and caregivers to:
- support children and young people
- rebuild their self-esteem
- foster belonging
- help them reintegrate into school
What to do if your child or young person is experiencing, or at risk of, EBSA
It is important to take action as soon as possible. The longer your child or young person is away from school, or avoiding certain aspects of school, the more difficult it becomes to change the school avoiding behaviour.
Talk to your child or young person:
- ask them what they find difficult and what they would like to change. This can help identify specific triggers and worries. Their views should be the starting point of any discussion about support
- acknowledge that it may be difficult for them to open up. Explain that you want to know how they feel so you can help
- if they find it difficult to speak face to face, they can write their feelings down, or draw a picture
- explain that you and school will work with them to make school a happier place for them
- if your child or young person is struggling to attend school, their friends may not understand why they are not there. You can encourage your child to message or call their friends to keep in touch
Talk to the school:
- speak to the school as soon as possible about your child or young person's anxieties, possible triggers and what can be done to support them
- you can speak to their teacher, pastoral worker, mental health co-ordinator (MENCO) or the special educational needs co-ordinator (SENCO) if your child has special educational needs and/or disabilities
- if you are not sure who to talk to, start with their teacher or form tutor to ask for advice and support
- The Specialist Teaching Team can be used to support students who are pre-verbal or need visuals or Augmentative and alternative communication (AAC) to communicate