School attendance, anxiety and EBSA

Attendance problems are often treated as a behaviour problem, but for many SEND children they are a sign that school has become unsafe, overwhelming or inaccessible. Emotional Based School Avoidance (EBSA) can be linked to anxiety, sensory load, bullying, masking, transitions, demand pressure, pain, sleep, communication needs or support that is not being delivered.

Keep the focus on barriers. Ask what makes the school day impossible and what would reduce the load, rather than arguing about motivation.

Ask the SENCo, attendance lead and class teacher for a meeting. Request an Assess, Plan, Do, Review cycle that includes attendance barriers, not just academic targets.

Useful asks include a soft start, quiet arrival point, reduced transitions, named safe adult, lunch plan, sensory breaks, safe space, visual timetable, adjusted homework and a return plan based on trust rather than punishment.

A temporary reduced timetable may sometimes help a child rebuild safety, but it should be agreed, time-limited, reviewed and recorded. It should not become an unofficial way to deny education.

If your child has an EHCP, ask how the special educational provision in Section F will still be secured while attendance is reduced.

Escalate if the school is threatening fines without addressing SEND barriers, repeatedly sending your child home, refusing reasonable adjustments, or saying they cannot meet needs without recording a plan.

Ask the local authority for help if your child is missing significant education. If your child has an EHCP, request an urgent annual review or early review.