Emotionally Based School Avoidance (EBSA) parental guidance
This guidance has been produced by Lancashire Educational Psychology Service. It has been created based on current research/best practice and on what local families and schools have told us about things that are helpful for pupils with Emotionally Based School Avoidance (EBSA).
What families told us
What other Lancashire families who have children who experience EBSA told us…
We believe that the lived experiences of children, families and our schools have much to tell us about how we can better respond to this issue. Parents and carers told us that the difficulties their child experiences are made worse when they are blamed for their child’s absence or when the school maintains that the child is ‘fine’ when they are attending in person.
This can lead to conflict between home and school and whilst parents and school are in disagreement, the child continues to struggle and feel isolated. Our children and young people told us that they and their parents often do not feel listened to or believed, which can make them feel worse.
Parents shared that they are often under immense pressure and that an understanding and supportive relationship with school staff is very important and key to moving the situation forwards.
Parents reported that having somebody at school with whom their child could build up a relationship was supportive. Meeting this person when they arrived at school was also important to the child so they did not have to walk into school alone. Some parents also noted that external agency support and mental health support were helpful.
“They are being as flexible as they possibly can be now but if they’d been this flexible right at the beginning how different would the outcomes have been.”
"To acknowledge what we are going through, this is a real issue. The stress and pressures we are already facing as a family is really difficult to then have professionals question our ability of parenting.“
"We had daily communication with the school who were willing to listen and help and it became a totally different experience.”
“No one sent him a card. If he had broken his legs they would have. It didn’t come across as though they want him back.”
“We got a lovely email that was open and honest and not patronising. The person who sent it wasn’t afraid to say he didn’t know and that he would try and find things out. We felt included and respected.”
“’The thought of having to pay a fine the house was a war zone.”
“My child has to know exactly, maybe not just what will be expected but what won’t be expected of her to kind of quell the fears that’s she’s got.”