Understanding why some children find it hard to go to school
Introduction
Many children and young people experience worry or anxiety from time to time. These are normal feelings which can help to keep us safe and help us to manage situations that are difficult. However, these feelings can become a problem if it stops a person from doing the things they want or need to do.
Sometimes, worry, anxiety and overwhelm can lead to difficulties in attending school. Schools and education services often refer to this as Emotionally Based School Avoidance (EBSA).
EBSA is sometimes also known by other names including Emotionally Based School Non-Attendance (EBSNA) and school refusal.
When a child or young person experiences EBSA, it’s important that support is put in place as early as possible. That support works best when schools, families, young people and any other relevant services work together.
What factors can influence EBSA?
There are a range of factors that can influence EBSA, including individual, school and family factors.
These include:
anxiety
bullying
discrimination and harassment
not feeling safe
friendship difficulties
academic demands
transition to secondary school, key stage or change of school
school environment
special educational needs and/or disabilities
neurodivergence
change in family dynamic (for example separation or divorce)
loss and bereavement
experience of traumatic events
For many children experiencing EBSA, school non-attendance serves a function. The four key reasons as identified in research are:
avoiding difficult feelings that come about from attending school such as anxiety
avoiding difficult or stressful situations at school. This may include social pressures, aspects of the school environment and academic demands
reducing separation anxiety and/or receiving attention from parents, carers and other family members
gaining rewards, fun and stimulation outside of school such as playing computer games or spending time with friends.
What are the signs of EBSA?
EBSA can look different for each child. Some behaviours may include:
Frequent absences for minor illnesses or circumstances.
Often feeling unwell.
Difficulty separating from parents/carers.
Difficulties sleeping.
Friendship issues.
Changes in personality and mood.
Emotional volatility including tearfulness, irritability and anger.
Poor academic attainment.
Graphic with the title Signs of Emotionally Based School Avoidance and the words: feeling unwell; sleeping difficulties; separation worry; changes in mood; friendship issues; tearful, irritable or angry; low school performance and absence for small illnesses.
These behaviours are not necessarily indicators of EBSA and it is always important to consider behaviours in the wider context.
How does EBSA relate to anxiety?
Anxiety can become problematic if it stops a person from doing the things that they want or need to do. If a person is experiencing anxiety, a response to manage this is often to avoid the anxiety-provoking situation which relieves uncomfortable feelings. However, this relief is temporary, and the next time, the anxiety can feel worse, leading to continued avoidance of the situation. This is the anxiety cycle.
