Understanding and Supporting Emotionally-Based School Avoidance

Published on 16th April, 2025

Emotionally-Based School Avoidance (EBSA) is becoming a significant concern in schools, with many of you reporting its widespread impact on both primary and secondary students. We’ve been asked about EBSA in many recent supervision sessions, with schools concerned about the wellbeing of the child, and conscious of the impact on attendance. Although the start of the COVID-19 pandemic may be years behind us, its effects still resonate in 2025, contributing to emotional struggles that prevent many students from attending school. This issue is not just about “refusal” to attend—it’s a complex emotional challenge requiring understanding and support.

EBSA is a widespread issue affecting a large number of primary and secondary students. Addressing this issue requires a shift in how we understand school avoidance, as well as a commitment to providing the right support.

Why Language Matters

The language we use to describe school avoidance is critical. The term “school refusal” implies a choice to avoid school, which oversimplifies the emotional distress many students experience. Instead, using terms like Emotionally Based School Avoidance (EBSA) helps us better understand that the reluctance to attend school stems from deep emotional challenges, such as anxiety, fear, or sadness. Shifting to this more accurate terminology allows us to empathise with the student’s struggles, rather than labelling them negatively. It can be helpful for staff to focus on describing the behaviour rather than the child, and to work with families and children using the terminology that they feel most comfortable with. We know that for many clients, engaging well with parents and families can be a huge support in securing positive outcomes for the child, and we’re always happy to offer advice and guidance should clients be finding these conversations tricky.

The Emotional Cycle of EBSA

For students experiencing EBSA, the thought of going to school can trigger intense anxiety, leading them to avoid school altogether. While staying home may temporarily relieve their distress, this avoidance only reinforces the cycle, making it harder to return. This can be frustrating for you as educators, and you know the long-term impact of the absence but may be unable to encourage the child to attend, Over time, lack of attendance can lead to concerns such as social isolation, academic setbacks, and more severe emotional issues like depression or heightened anxiety.

Factors Contributing to EBSA

The reasons behind EBSA are complex and can differ from student to student. While the pandemic amplified many of these issues, EBSA can arise from a variety of factors, including:

• Situations at home, such as family difficulties or illness, can increase a student’s desire to stay home where they feel safer. It may also be that a child is struggling with separation anxiety, and finds it incredibly difficult to be away from their primary caregivers,  It has also been suggested in recent news reports that parents are more likely to allow children to stay home now, as so many of them work from home. Years ago, parents needed children to be in school so that they could go out to work, whereas in 2025 many parents work from home and are able to care for their children throughout their working day.
• Anxiety caused by bullying, academic pressure, or social challenges at school can make students reluctant to attend. It may be seen as a ‘scary’ place, which is why the use of gentle language and supportive measures is so vitally important to help children feel welcome and safe at school.
•  When students experience an accumulation of worries or stress, it can overwhelm their ability to cope, leading to emotional shutdown or avoidance. If the though of getting up and going to school feels ‘too much’, they may feel that they have no option but to stay home. Working with the child and family to make arrangements for their time in school may help to alleviate some of this pressure and worry of ‘the unknown’.

Impact of EBSA

The effects of EBSA are far-reaching. Missing school doesn’t just affect academic performance and make it difficult for students to catch up, it can also harm students’ emotional well-being and social development. Long-term absences can make it harder for students to connect with their friends and classmates, leading to loneliness and further anxiety.

We also know that emotional strain of EBSA can escalate into more serious mental health issues, such as depression or severe anxiety. This will then begin to impact other areas of the child’s kufe, and ultimately make it even harder for them to return to school.

Supporting Students with EBSA

Over the last academic year, we’ve received numerous questions about how to support students with EBSA. Here are several strategies that schools can adopt to assist these students:

• Empathetic Communication: Instead of using terms like “unauthorised absence,” frame conversations around the emotional challenges students face. This can open up more productive discussions about support and solutions.

• Gradual Reintegration: Easing students back into school life with flexible attendance schedules can help reduce anxiety and prevent overwhelming them. A gradual return allows students to acclimate at their own pace. We’ve seen some incredible work taking place in schools recently, with staff working flexibly. Some of the things we have witnedded in clude staff engaging children in outdoor learning, running small group sessions in the school library and creating nurturing and secure spaces for children to access their curriculum away from their usual classroom. This puts focus on the child being in school, even if that doesn’t look like we would typically expect.

• Safe Spaces: Creating safe, quiet spaces where students can retreat when feeling overwhelmed can provide a sense of control and comfort, helping them manage anxiety during the school day.

• Pastoral Support: Access to supportive services is essential. Working with the school’s ELSA or pastoral team will encourage students to develop coping strategies and address the emotional causes of their school avoidance.
• Collaboration with Families: Regular communication with families is vital to creating a consistent support system for the student, both at school and at home. Together, school staff and parents can develop a tailored plan to support the student’s return to school.

With the right resources and understanding, students can begin to break the cycle of avoidance, reintegrate into school life, and thrive academically and socially. We’re always happy to share ideas and best practice, and would welcome any thought you have on ESBA and supporting children. You can contact us at emma@safeguardingco.co.uk