What do we mean by EBSA?

We’ve all known a child who struggles to get into school. Sometimes, it starts with a tummy ache that never quite goes away. Other times, they become quiet and withdrawn, or maybe start turning up late, or not at all. As educators, it’s easy to assume this is disengagement or poor attendance. But often, it’s something much deeper.

Emotionally Based School Avoidance (EBSA) is the term often used when a child or young person finds it extremely difficult to attend school due to emotional distress. This could be rooted in anxiety, fear, trauma, or simply feeling overwhelmed. The key thing to understand is that this isn’t about ‘defiance’ or ‘disobedience’. It’s about a child whose nervous system is in survival mode.

Children experiencing EBSA often want to be in school. They want to learn, be with their peers, and feel successful. But the emotional barriers they’re facing can feel too big, too heavy and too much.

Understanding what’s going on beneath the surface

There’s no single cause behind EBSA. It’s usually the result of many interwoven factors: personal, family-related, and environmental. For some children, undiagnosed or unsupported neurodivergence makes the sensory and social demands of school exhausting. For others, academic pressure or previous experiences of bullying have created a fear-based response to the school environment.

It’s important that we also consider the wider school experience for some children. Unfortunately, despite our best intentions, the school environment that we hope to be positive may be perceived very differently. For some young people, the very notion of school can become distressing.

Family circumstances can play a part too, particularly if there’s been recent change, illness, stress, or loss. What matters most is not to jump to blame, but to lean into curiosity. What might be going on for this child, and with this family? As educators, we’re in a unique position to notice patterns and respond early. Not just to the behaviour, but to the emotions underneath.

Is “EBSA” the right language?

The term Emotionally Based School Avoidance is widely used in UK education circles, and in many ways, it’s a step forward. It moves us away from older, more punitive terms like school refusal, which can feel judgemental and dismissive. Instead, “EBSA” acknowledges that school non-attendance can be an emotional response. Not a choice, but a symptom of distress.

However, language is powerful, and it’s worth reflecting on how this term lands for young people and families. For some, “avoidance” can still sound like a conscious decision. It may imply that the child is in control of the situation, when often they are not. Some practitioners and researchers are beginning to explore alternative framings, such as emotionally influenced school attendance, or emotionally related attendance difficulties. These terms aim to put less emphasis on avoidance and more on experience.

At the heart of this is a commitment to seeing the child not as a problem to be fixed, but as a whole person with valid emotional needs. Whatever language we use, the key is that it should be compassionate, non-blaming, and open to the voice of the young person.

What might support look like?

Supporting a pupil experiencing EBSA is not about finding the fastest route back to full-time attendance. It’s about building connection, trust, and safety, both in the school environment and in the relationships around them.

Effective support always begins with listening. What is the child telling us through their behaviour, their body language, their absences? We need to create time and space for those conversations, not only with the child, but with their family too. Often, parents are under huge pressure, balancing fear for their child’s wellbeing with anxiety about attendance fines or being judged by school staff. Empathy goes a long way here.

In practice, this might mean introducing a gradual return plan, flexible start times, or access to a quiet space during the school day. It might mean working with external agencies or mental health professionals. Above all, it means seeing the child’s strengths, not just the challenges they are facing, and working with them to build confidence, one step at a time.

Whole-school approaches matter too. When emotional wellbeing is prioritised across the school — in policies, staff training, classroom practice and leadership — we create an environment where EBSA is less likely to take root. And it becomes more easily supported when it does.

What does the Research and Guidance tell us?

The UK Department for Education’s guidance on Mental Health and Behaviour in Schools (2018) emphasises the importance of early identification, inclusive practice and clear, supportive processes for addressing emotional distress in our learners. It encourages schools to work holistically, recognising that mental health impacts learning and attendance, and vice versa.

More recent research also highlights how vital collaboration is. The Anna Freud Centre (2023) has produced excellent guidance on supporting EBSA, including the use of the Assess, Plan, Do, Review cycle, which many schools already use as part of their SEN support planning. A 2024 study by Hamilton explores EBSA through a neurodiversity lens, urging schools to consider the unique sensory, social and emotional profiles of young people who may be struggling to attend.

Importantly, none of this research calls for rigid attendance targets or quick fixes. It all points towards compassionate, relationship-centred work. And this is something schools are incredibly well placed to lead.

Final Reflections

As educators, we’re in a powerful position. Not just to teach, but to notice, to care, and to respond. EBSA is not something we can “solve” overnight. But with patience, curiosity, and compassion, we can make a real difference to the children and families experiencing it.

If there’s a pupil in your class or school who’s struggling to attend, take a moment to wonder: What might this child need to feel safe again? Who could we listen to, and what could we learn? Let’s continue creating spaces where children feel they belong. Where they’re not just expected to attend, but truly welcomed, just as they are.

📚 References & Links

Department for Education. (2018). Mental health and behaviour in schools: Departmental advice for school staff.

Anna Freud Centre. (2023). Emotionally Based School Avoidance: Guidance and Support.

Hamilton, L. G. (2024). Emotionally Based School Avoidance in the Aftermath of the COVID-19 Pandemic: Neurodiversity, Agency and Belonging in School. Education Sciences, 14(2), 156.

Lees-Smith, H. (2024). An Appreciative Inquiry into How Primary and Secondary Schools Support Emotionally Based School Avoidance. University of Sheffield.