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Overview of Needs

Students with EBSA (Emotionally Based School Avoidance) face significant challenges that require a tailored approach to meet their educational and emotional needs. Here’s an overview of their primary needs:

Emotional and Psychological Needs

Anxiety Management: Support for anxiety, fear, or distress about attending school.
Emotional Regulation: Techniques and tools to manage overwhelming emotions effectively.
Sense of Safety: A school environment perceived as safe and supportive.
Self-Esteem and Confidence: Encouragement to rebuild confidence and a sense of competence.
Trust in Adults: Building a trusting relationship with teachers, counsellors, or school staff.

What you might notice

If a student is experiencing Emotionally Based School Avoidance (EBSA), there are observable signs and behaviours that may indicate their struggles. These might manifest across emotional, social, physical, and academic dimensions. Here’s what you might notice:

1. Attendance Patterns

Frequent Absences: Regularly missing school without clear physical illness.
Tardiness: Arriving late to school or specific classes, often due to reluctance.
Partial Attendance: Leaving school early or attending only certain parts of the day.
Prolonged Absences: Extended periods away from school despite interventions.

2. Emotional Signs

Anxiety Symptoms: Visible signs of stress, such as nail-biting, trembling, or excessive worrying.
Low Mood or Tearfulness: Appearing sad, tearful, or withdrawn.
Fear or Panic Attacks: Intense emotional reactions at the thought of attending school.
Avoidance Behaviours: Making excuses or distractions to delay school-related discussions or actions.

3. Physical Symptoms

Somatic Complaints: Reports of headaches, stomach-aches, nausea, or fatigue, particularly in the morning.
Frequent Visits to the Nurse: Seeking medical attention during school hours for vague or fluctuating symptoms.
Stress-Related Issues: Signs of disrupted sleep, appetite changes, or other stress-related conditions.

4. Social Behaviours

Withdrawal: Avoiding interactions with peers or teachers, staying alone during breaks.
Dependence on Caregivers: Difficulty separating from parents or carers at drop-off.
Conflict Avoidance: Reluctance to engage in group work or other social activities.

5. Academic Signs

Declining Performance: A noticeable drop in grades or productivity due to missed learning.
Incomplete Assignments: Failure to submit homework or classwork on time.
Avoidance of Tests or Presentations: Expressing fear of specific academic tasks that involve public performance or scrutiny.

6. Behavioural Signs

Morning Distress: Resistance or tantrums during morning routines, including refusing to get dressed or leave the house.
Escape Strategies: Requesting frequent bathroom breaks or attempting to leave school premises.
Clinginess: Difficulty transitioning into the classroom, lingering near caregivers, or needing constant reassurance.

7. Parental Reports

Struggles at Home: Parents may report battles to get the child ready for school or distress that worsens in the morning.
Reluctance to Discuss School: Avoidance of conversations about their day or negative descriptions of school experiences.

8. Inconsistent Patterns

Weekend or Holiday Recovery: Appears fine on non-school days but symptoms return on school days.
Specific Triggers: Anxiety tied to particular classes, teachers, or social situations.

Strategies

Quiet Spaces: Areas where the student can retreat when overwhelmed.
Predictable Routine: Clear schedules and expectations to reduce uncertainty.
Physical Comfort: A welcoming and calming school setting.
Personalised Learning Plan: Adjustments in curriculum or pace to accommodate missed time and reduce pressure.
Flexible Attendance: Gradual reintegration or partial attendance options.
Alternative Learning Opportunities: Access to online classes, tutoring, or home-based learning if needed.
Assessment Adjustments: Alternative methods to demonstrate learning and reduce stress.

Resources Interventions and Activities

  • Identify Triggers – Conduct assessments (e.g., Strengths & Difficulties Questionnaire, anxiety scales) to understand underlying causes.
  • Gradual Exposure – Implement a step-by-step reintegration plan, starting with virtual learning, short visits, or small-group sessions.
  • Cognitive-Behavioural Strategies (CBT) – Teach coping strategies like thought-challenging, relaxation techniques, and exposure therapy.
  • Emotional Regulation Support – Use tools like the Zones of Regulation, mindfulness exercises, and grounding techniques (e.g., 5-4-3-2-1 method).
  • Key Adult/Trusted Relationship – Assign a mentor, TA, or counsellor for regular check-ins and emotional support.