EBSA: Key Points Every Parent Should Know

As a parent, you want the best for your child. So when they start struggling to attend school, it can be a worrying and confusing time. You might have heard terms like 'school refusal' or 'school phobia', but there are also a wide range of newer more compassionate terms too, such as Emotionally Based School Avoidance (EBSA), Emotional Barriers to School Attendance (EBSA), and Emotionally Based School Non-Attendance (EBSNA). These range of terms alone can be confusing, but I want to emphasise to you that they only exist because so many people are now taking such a compassionate and supportive approach; hopefully reassuring you that there is support out there.

• If you're feeling stressed, confused, or even a bit helpless, please know that you're not alone
• Many families across the UK are facing similar challenges
• Understanding EBSA is the first step towards finding the right support for your child

What is EBSA?

EBSA isn't just about a child not wanting to go to school. It's a complex issue that involves strong emotional responses to attending school.

• EBSA refers to severe difficulty attending school due to emotional factors
• It's characterised by extreme distress when faced with going to school
• Unlike truancy, children with EBSA often stay at home with their parents' knowledge

The Complex Nature of EBSA

One of the most important things to understand about EBSA is that it's rarely caused by a single factor. Instead, it's often the result of several different issues coming together.

School factors:

These might include bullying, academic pressures, or difficulties with peer relationships.

Home factors:

Changes in family circumstances or parental illness can contribute.

Individual factors:

Anxiety, depression, or unidentified special educational needs can play a role.

• Many children with EBSA experience high levels of anxiety
• This anxiety can manifest as physical symptoms like stomach aches or headaches
• The relationship between anxiety and school avoidance can become a difficult cycle to break

It's important to remember that every child's experience of EBSA is unique.

Common Misconceptions

When it comes to EBSA, there are still some misconceptions that we’re working hard to address. If you encounter these, we always find that trying to reframe people’s misunderstandings through asking them to put themselves in the child’s shoes (e.g. “what do you think they would say to that?”) leads to a much more compassionate response.

"It's just bad behaviour"

• EBSA isn't about a child being naughty or defiant
• It's a genuine emotional distress that can be overwhelming for the child
• Punishment or threats are unlikely to help and may make the situation worse

"Parents aren't trying hard enough"

• Parents of children with EBSA often go to great lengths to support their child to school
• The issue isn't about lack of effort, but about complex emotional needs
• Blaming parents can lead to feelings of guilt and isolation, which aren't helpful

"They'll grow out of it"

• While some children may overcome EBSA without intervention, most need support
• Waiting and hoping it will pass can lead to the problem becoming more entrenched
• Early intervention is key to helping children overcome EBSA

EBSA as a Valid Educational Need

It's important to understand that EBSA is recognised as a genuine educational need:

EBSA falls under the category of Social, Emotional and Mental Health (SEMH) needs in the SEND Code of Practice. This means schools have a responsibility to provide appropriate support

Recognising EBSA as a valid need helps to:

• Remove stigma and blame
• Ensure children receive the right support
• Enable schools and families to work together more effectively 

Understanding EBSA as an educational need can open doors to: 

• Assessments from professionals such as Educational Psychologists
• Tailored support plans in school
• Sometimes a need to seek additional funding for support

The Impact on Families

Living with EBSA doesn't just affect the child – it can have a significant impact on the whole family:

Emotional toll:

• Parents often experience stress, anxiety, and feelings of helplessness
• Siblings may feel confused or neglected as attention focuses on the child with EBSA
• Family relationships can become strained under the pressure

Practical challenges:

• Parents may struggle to balance work commitments with supporting their child
• Daily routines can be disrupted, affecting the whole household
• There may be financial implications if parents need to reduce work hours

Feeling isolated or misunderstood:

• Many parents report feeling judged by others who don't understand EBSA
• It can be difficult to maintain social connections when dealing with EBSA
• Some families find their world becomes smaller as they manage the challenges

While these impacts are real and significant, there is support available.

Recognising the Signs

Identifying EBSA early can make a big difference. Here are some signs to look out for:

Physical symptoms:

• Frequent complaints of stomach aches, headaches, or feeling sick
• These often occur on school days and may disappear at weekends or holidays

Emotional signs:

• Increased anxiety, particularly around school-related topics
• Tearfulness, irritability, or mood swings
• Difficulty sleeping or changes in appetite

Behavioural changes:

• Reluctance or refusal to get ready for school
• Increased clinginess or separation anxiety
• Withdrawal from friends or activities they used to enjoy

The Importance of Early Intervention

The sooner EBSA is addressed, the better the outcomes tend to be:

Early support can:

• Prevent the issue from becoming more entrenched
• Reduce the impact on the child's education and social development
• Help maintain the child's connection with school

Schools play an important role in:

• Identifying early signs of EBSA
• Working with families to put support in place quickly
• Creating a welcoming environment that promotes attendance

Don't hesitate to raise concerns:

• Trust your instincts if you feel something isn't right
• Speak to your child's teacher or the school SENCO about your worries

Working with Schools and Professionals

Collaboration is key when addressing EBSA:

Building positive relationships:

• Open, honest communication with school staff is important
• Regular meetings can help track progress and adjust support as needed

Advocating for your child:

• Share your insights about your child's needs and what helps them
• Don't be afraid to ask questions or request clarification
• Have faith, you know your child best

Accessing appropriate support:

• This might include educational psychologists, CAMHS, or specialist EBSA teams
  Your child's school or GP can often help with referrals to these services

Moving Forward

While EBSA can feel overwhelming, there is hope:

Every child's journey with EBSA is unique:

• What works for one child may not work for another
• Be patient and prepared to try different approaches

Small steps can lead to big changes:

• Celebrate small victories along the way
• Remember that progress isn't always linear

Don't forget to look after yourself:

• Seek support for yourself as well as your child
• Consider joining a parent support group for EBSA

Supporting a child with EBSA can be challenging, but with patience, understanding, and the right support, positive change is possible.

EBSA Schools Training

EBSA Educational Psychologist CPD

Whole Local Authority EBSA Initiative