Factors that support good school attendance

Children should feel they can influence their education and school life

It is important that pupils feel listened to and have control over their lives. Empowering pupils to have agency in decisions about their school life can be crucial to their sense of well-being.

When students are involved in decision-making processes, they feel valued and respected, which can enhance their motivation and engagement in learning. This can be especially important for pupils who are experiencing emotionally based school avoidance (EBSA), who can feel that many aspects of their school experience are out of their control.

Supporting a child to talk and share their views

Pupils who experience EBSA can often find it difficult to speak about school for several different reasons. Anxiety about school can be overwhelming, making it difficult for them to articulate their feelings. Pupils with EBSA may also struggle with identifying and expressing their emotions, particularly if they have not developed the necessary coping strategies. For some pupils, such as those who are neurodivergent, additional needs related to social and sensory challenges can add additional layers of anxiety, further complicating their ability to communicate their school-related worries.

When working with a pupil to gain their views and understand any worries they may have, it is important to:

• Not dismiss any anxieties or worries that the pupil may have.
• Empathise with them, validating their feelings.
• Consider the pupil’s age and level of understanding.
• Think of different ways to support the child to effectively give their views and use a variety of strategies such as talking, drawing, use of questionnaires or card sort activities.

Some pupils are happy to talk about the things they find hard, but others can find this difficult. If a pupil is finding it difficult to speak directly you could try:

• Going for a walk and talking while you are moving, sometimes it is easier to talk to others when not directly looking at them.
• Using a card sorting activity, such as ‘The School Wellbeing Cards’. Some pupils can find it easier to project their feelings onto the cards and this can be a basis for further conversations.
• Using a questionnaire such as the ‘School Views Questionnaire’ can also support pupils to express views they might otherwise find difficult to put into words.
• For some pupils using drawing activities, such as the ‘Ideal School Activity’ can be a way for them to begin to express their feelings about school.

More information and resources about getting children’s views can be found here.

Talking with a child’s parent carers

Some pupils may speak with a parent, carer or family member about what is worrying them. It is important to involve a child’s parents/carers in discussions and find out whether they have any concerns or know what their child may be worrying about.

Involving children in decision-making

It is important that children feel that they can have their voice heard and can have an impact on their education and school life. It will be important to get the child’s view about any plans that are being developed around their school attendance. They may be able to tell you what they feel able and unable to do and what help they might need.

Resources

• School Wellbeing: Risk and resiliency cards.
• School views questionnaire primary and secondary
• Risk and Resiliency Questions

Useful videos

Feeling accepted, respected, included, and supported at school is important for children’s wellbeing and academic success

Devon’s Relational Policy and Practice and OAIP frameworks demonstrate the importance of investing time and resources to improving relationships. Taking a whole-school approach to relational practice can lead to positive outcomes including:

• Improved inclusion of vulnerable pupils.
• Improvements in engagement, learning and behaviour.
• A sense of belonging within the school community for pupils.

Ways to help build a sense of belonging

There are a number of approaches which can be taken to support all members of the school community to feel a sense of belonging. This includes:

• Embedding relational policy and practice throughout all aspects of the school.
• Where pupils are experiencing difficulties with attendance ensure that they have opportunities to build trusting relationships with key members of staff.
• Ensuring that pupils feel safe in school and provide a ‘safe base’ through their interactions, predictability of routines, and management of the environment.
• Promoting a sense of connectedness and belonging to the school through sports, music, drama, charity events or other extra-curricular activities. Where a pupil is experiencing difficulties in attendance, speak with them about activities they could take part in. If there are no clubs that interest the pupil, there may be opportunities to start a club at school which could also promote a sense of belonging for pupils with similar interests.
• Encourage positive interactions among students. Implement peer mentoring programs and group activities that promote teamwork and friendship.
• Recognise and celebrate the diverse backgrounds and cultures of your students. This can include multicultural events, inclusive curriculum content, and classroom decorations that reflect diversity.

Working with parents to help promote a sense of belonging

Schools can work with parent carers to support in developing a pupil’s sense of belonging if they have been away from school including:

• Good home and school links such as having regular email, video calls or telephone contact with a key member of staff.
• Providing updates about school events, such as assemblies, trips, performance or sports events which can help a child feel connected to the school community.
• Supporting pupils to maintain friendships from school. Schools can work with parents to find ways in which children could be supported to attend after-school clubs or extra-curricular activates. Parents may also support in encouraging their child to meet friends after school or at weekends.

Resources

• Guidance for developing relational practice and policy
• Soft starts – Soft Starts in the Classroom: Creating a Calm and Engaging Learning Environment

Learning can be difficult for some children and may cause them to avoid school. Identifying and removing barriers to learning is key to help children thrive at school.

Data shows that children are more likely to miss school if they have free school meals or special educational needs and disabilities (SEND). Additionally, students who are neurodivergent. are more likely to experience worry about school attendance.

Supporting children’s learning

It can be difficult for some pupils with SEND to access the curriculum. For some pupils, difficulties accessing the curriculum can impact feelings of self-esteem and contribute to emotionally based school avoidance. Consequently, it is important that schools develop OAIP, make reasonable adjustments and use a graduated approach to meet pupil’s needs. For some children, it may be appropriate to complete further assessment of their needs in school or seek advice from a professional such as an advisory teacher, Speech and Language Therapist or Educational Psychologist.

If a pupil is not attending school, it will be important to consider how they keep up with their learning. Falling behind with learning can be a source of additional worry to children, making it harder to go back to school. Schools can send work home for children which is at their level, giving them an opportunity to stay up to date with what their peers are learning in school and get feedback on the work they’ve completed.

Neurodiversity

Neurodiversity is often described as framework for understanding human brain function, it recognises difference in brain function in relation to sensory processing, motor abilities, social comfort, cognition, and neurobiological differences. This might include, for example, autism, ADHD or developmental language disorder (DLD). It is important to recognise an overlap between pupils who are neurodivergent particularly those who have Autism or ADHD, and those that experiences school-based worry and anxiety.

The school environment can, at times, be overwhelming for neurodivergent children. To ensure that they feel safe, calm and can develop a sense of belonging in school, it is important to consider making adjustments to the learning environment. Here are a few ideas to support pupils in your classroom:

• Create a consistent and predictable environment.
• Reducing change or preparing children for change as much as possible.
• Create Social Stories written to anticipate change
• Validate pupils’s emotional and social concerns.
• Visual timetables, Now/next boards, Calendars and Countdown Charts.
• Supporting regulation of emotions: frequent checking in with visual aids, teaching relaxation skills, using time out cards.
• Make adaptations for sensory needs: changes to uniform, moving between lessons before the crowds, the use of a sensory room or sensory toys.

Resources

• Ordinarily Available Inclusive Provision framework.
• Devon’s graduated response
• Sensory friendly resource pack – NHS England
• 5-point scale – THE INCREDIBLE 5-POINT SCALE

Schools and families working together

Building trusting relationships between families, the school and pupils is critical to creating positive outcomes for all pupils. Collaboration between schools and parents provides a comprehensive understanding of the pupil’s needs. Parents often hear views of their child, see behaviours and witness distress that the child may not present at school. Sometimes pupils ‘hide’ their distress at school, which leads to heightened emotions and, sometimes behaviour, at home. It is key that we understand the pupil’s behaviours both in and out of school to get a ‘full picture’ or holistic view of the situation. 

When parents and schools work together this can ensure that the pupil receives consistent support both at home and at school. A strong partnership also ensures that the child feels understood by both their family and school. This emotional support is vital in reducing anxiety and building the pupil’s confidence to attend school. Over time, a collaborative approach builds trust between the school, parents, and the pupil. When pupils see that their parents and teachers are working together, it can enhance their sense of security and belonging. 

Working in partnership with families 

To support families to feel heard and build trust, schools can support by doing the following: 

Regular communication 

• Maintain regular and open communication with parents about their child’s progress and any concerns. This can be through emails, phone calls, or meetings. 
• Be transparent about the steps the school is taking to support the pupil and involve parents in the planning process. 

Active listening 

• Listen to and validate the parents’ and pupil’s concerns. Show empathy and understanding towards their experiences and feelings. 
• Work together with parents to identify issues and develop strategies to address them. 

Personalised support 

• Develop personalised support plans that cater to the specific needs of the pupil. Include input from both the pupil and their parents. 
• Be willing to adapt strategies based on feedback and changing needs. 
• This may include developing a stepped support plan.

Involvement in decision-making 

• Involve parents in meetings and decision-making processes regarding their child’s education and support plans. 
• Empower parents by providing them with information and resources to support their child at home. 

Building relationships 

• Ensure that there is a designated staff member who the family can consistently communicate with and trust. 
• Foster positive interactions between school staff and families through regular check-ins and supportive conversations. 
• Facilitate support groups where parents can share experiences and strategies with each other. This could be through approaches such as regular coffee mornings.  

Resources 

• Devon’s Ordinarily Available Inclusive Provision framework
• How to Build a Positive Relationship with Parents: A Comprehensive Guide for Schools | Juniper Education