Recognising and Supporting Emotionally Based School Avoidance (EBSA) to Improve Attendance. Emotionally Based School Avoidance (EBSA) is an increasing challenge faced by schools, families, and local authorities. Too often, it is misunderstood as defiance or disengagement, when in reality it is rooted in anxiety, emotional distress, and unmet needs.

In this session, we will explore:

• How to recognise the signs of EBSA early
• The underlying causes and contributing factors
• Practical strategies to support pupils and families
• How schools and alternative provisions can work together to rebuild confidence and improve attendance

Drawing on real-world practice and current research, this talk will provide leaders, teachers, and professionals with tools to better understand EBSA and to implement supportive, compassionate, and effective approaches that lead to sustainable improvement in attendance.

Target audience who should attend this seminar: SENCO's / Leaders, Practitioners / Support Staff / Parent & Carers / Local Authority Staff

Related policy / guidance / strategy: 

• Teachers’ Standards (England) Sets the minimum expectations of practice and professional conduct for teachers.
• Teachers have a duty to safeguard, build relationships, and adapt practice for students. These standards underpin professional accountability when responding to emotional difficulties like EBSA. https://www.gov.uk/government/publications/teachers-standards
• SEND Code of Practice (2015) Framework for identifying, assessing, and supporting children and young people with SEND, including use of a graduated approach.
• Many students with EBSA may have underlying or co-occurring SEND (SEMH, anxiety, processing). The graduated approach helps structure tailored support. https://assets.publishing.service.gov.uk/media/5a7dcb85ed915d2ac884d995/SEND_Code_of_Practice_January_2015.pdf
• Graduated Approach / SEN Support A continuous cycle of Assess → Plan → Do → Review to tailor interventions according to student needs.
• This is critical for monitoring, adapting, and escalating interventions for students with EBSA over time. SEN-Help: https://www.sen-help.org.uk/the-system/sen-support.
• Education Endowment Foundation: SEND Guidance Evidence-informed guidance for supporting pupils with SEND in mainstream settings.
• Offers strategies and interventions that can also mitigate EBSA by addressing learning barriers, scaffolding, and incremental progress. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/send
• Local Authority Graduated Response / Intervention Guidance Many local authorities publish their own graduated approach and intervention models.
• These local frameworks can incorporate EBSA specifically and ensure consistency with local expectations. Example: Buckinghamshire’s guidance: https://schoolsweb.buckinghamshire.gov.uk/send-and-inclusion/send-support/graduated-approach-intervention-guidance/