Gareth Lucas-Howells, MD, Momenta Connect – a specialist provider of support to help young people to overcome barriers and engage with education – shares advice for schools in recognising and addressing pupil absence, and changing the narrative around school ‘refusal’.
Five years after the pandemic, absence rates across primary, secondary, and special schools in England continue to be a significant concern. In the 2023 – 24 academic year, the Department for Education (DfE) reported an overall absence rate of 7.2%. However, this average masks deeper challenges, with 20.7% of pupils classed as persistently absent -missing more than 10% of school sessions.
Significant time out of education can contribute to poor outcomes and long-term harm to pupils development. Whilst authorised illness and unauthorised holidays contribute to some of the statistics, there are a growing number of pupils currently missing education due to intense emotional factors such as anxiety and fear. So, what’s behind this ongoing pattern of school avoidance? And crucially, how can we provide the right support to help these pupils with emotionally based school avoidance (EBSA) re-engage with education?
EBSA often stems from multiple factors in the home at school, or a combination of the two. Common triggers in the home can include parents with physical or mental health issues, divorce or separation, bereavement, high levels of family stress or a child or young person trying to cope with the responsibilities of a young carer. At school they may feel overwhelmed by school work or upcoming exams, have challenging relationships with friends or staff, experience bullying, have unmet or undiagnosed additional needs or sensory sensitivity, or find the transition to a new school – for example from junior to secondary – challenging.
Not every pupil with EBSA will show their struggles in the same way, but some of the early indicators are:
- Behaviours in the morning to delay or avoid going to school
- Repeated lateness or avoiding certain classes/areas of the school
- Issues with friendships or changes in friendship groups
- Decline in academic performance or participation in learning
- Increased complaints of stomach aches, headaches or other physical symptoms
- Irritability or being over self-critical.
Advice for schools
The sooner the signs of EBSA are identified, the greater chance there is to prevent long-term absence. Early intervention builds trust, reduces school-related anxiety and provides pupils with the support they need to engage with learning. By identifying EBSA early, we can prevent it from becoming a long-term barrier to education.
A carefully considered, gradual reintegration plan, tailored to the pupil’s needs, can build confidence and help them return to school at a pace they feel comfortable with. This may include phased returns, reduced timetables, or supported transitions.
Collaboration leads to the best outcomes. When schools, families, and pupils work together, they create an environment where young people feel understood, empowered, and able to succeed. Communication is key – regular check-ins, tailored action plans, and ongoing support make a real difference.
Language is important because it shapes perceptions, influences interventions and impacts the experiences of pupils and families. By using the right language, schools can create a more empathetic, effective, and inclusive environment for pupils who are struggling with school attendance.
Previously, terms used for pupils avoiding school, such as ‘truant’, ‘school refuser’ or ‘poor attender’, held negative connotations, suggesting a wilful resistance to going to school, and discounting any underlying emotional factors or mental health challenges. EBSA recognises the need to focus on the issues holistically, rather than suggesting that a young person is choosing not to attend school.
Once the potential signs of EBSA have been identified, having the right conversation with both the pupil and their parents can make all the difference. These discussions should be supportive, reassuring, and focused on collaboration. Having these conversations in a non-judgmental, solution-focused way helps to build trust.
Talking to pupils
A casual chat in a quiet setting can ease anxiety. Create a safe and private space and ensure the pupil feels comfortable before discussing their school avoidance. Rather than asking, ‘Why don’t you want to come to school?’ use more open-ended questions – ‘I’ve noticed you seem a bit anxious about school. Can you tell me how you’re feeling?’
Validate their feelings, and let them know that their concerns are heard and they are not alone – ‘It sounds like school has been feeling really tough for you lately,’ which helps them feel understood.
Avoid placing blame by framing the conversation around support rather than consequences. ‘Let’s figure out what’s making school hard and find ways to make it better for you.’
Offer small steps forward. Ask what might make school feel easier for them and explore solutions together. These could include arriving later to avoid busy corridors, or using a designated safe space.
Schedule brief, informal check-ins to see how they are feeling and adjust support as needed.
Talking to parents:
Introduce a collaborative approach, rather than reporting the issue as a problem, frame it as a shared effort: ‘We’re noticing that [pupil’s name] is finding school difficult at the moment. We want to work together to support them.’ Reassure them and avoid making them feel at fault by explaining EBSA is a recognised challenge and support is available.
Be factual and compassionate by sharing specific observations rather than making assumptions: ‘We’ve noticed that [pupil’s name] has been more withdrawn in lessons and has missed several days recently.’ Invite their perspective, ask if they have noticed similar patterns at home, and whether there are external factors contributing to the pupil’s school avoidance.
Work with parents and the pupil to set realistic, achievable goals that everyone is comfortable with, ensuring progress feels manageable and supported and encouraging them to engage in the process. Outline possible interventions the school can offer, such as phased returns, additional emotional support, or external referrals.
A whole school approach – small changes can make a big impact:
- Review your current provision for EBSA. Develop clear steps to support pupils who are vulnerable, and showing signs of EBSA.
- Create a predictable environment. Clear routines reduce anxiety and help pupils feel secure. Visual schedules, structured lesson plans, and predictable transitions can provide reassurance.
- Develop school-wide initiatives that promote and reward acts of kindness and understanding. A sense of belonging as part of a whole school community will support those at risk of developing EBSA.
- Provide safe spaces. A designated quiet area or sensory-friendly space can help pupils self-regulate when they feel overwhelmed. Consider creating ‘calm corners’ in classrooms or somewhere where ‘corridor lurkers’ can find a safe space.
- Encourage open communication. Let pupils know they can talk about their worries. Worry boxes, one-to-one check-ins, or regular well-being surveys can provide valuable insights.
- Offer movement breaks. Some pupils need physical activity to reset and refocus. Short breaks for stretching, breathing exercises, or outdoor time can reduce stress.
- Engage parents or carers as partners. Keep an open dialogue with families to share observations, identify patterns, and develop a consistent support plan between home and school.
- Celebrate small wins. Every step forward is progress. Recognise achievements -whether it’s attending for half a day, completing a lesson, or engaging in a group activity, – it all builds confidence and motivation.
For pupils transitioning into secondary school:
Create or review a clear transition policy/process, including additional support for vulnerable pupils, whether for reasons related to EBSA or other issues. This could include:
- Tours around the school, so pupils can familiarise themselves with the layout prior to starting, and provide maps of the school to take home.
- Introducing pupils to their form tutors so they know who people are. Staff can also find out about the pupils, and offer affirming messages – ‘We’re looking forward to you joining the school and we’ll support you’.
- Identify key adults that pupils can go to if they are anxious and need support – Form Tutor, Head of Year, Learning Support Assistance, SENCo, buddies etc.
- Provide a buddy system, pairing new pupils with older ones.
- Hold information and Q&A sessions about routines, how lessons are structured and homework expectations, and provide time for pupils to identify their concerns. These could also be open to parents.
With the DfE’s vision of more inclusive mainstream education, a coordinated multi-agency approach is the most successful way to manage EBSA. A combination of integrated assessment alongside therapeutic support can identify and address the underlying issues; and online learning can provide ongoing curriculum access and continued engagement with school, in an environment where the pupil feels ‘safe’. Individually tailored re-integration pathways and coaching support the pupil’s transition back into school, and help break down barriers to attendance – whether it be establishing routines, completing homework, managing school anxiety, or helping the pupil stay engaged with lessons.
The challenges faced by children and young people with EBSA are varied, so effective support needs to be carefully tailored to meet individual needs. A coordinated, multi-agency approach allows for timely and effective intervention, addressing the often complex and overlapping factors contributing to non-attendance. This kind of joined-up support is key to breaking the cycle of avoidance and rebuilding trust in the school environment – helping pupils re-engage with learning.
For more help and support with EBSA and more information about Momenta’s services please visit: https://momentaschoolsupport.co.uk/
