Supporting Children Who Experience School Avoidance

Establish a collaborative and supportive network

One of the most important steps in supporting a child with EBSA is to build a strong, collaborative support network around them, and where appropriate, professionals such as educational psychologists or Child and Adolescent Mental Health Services (CAMHS). To help your child feel safe and ensure they have someone to turn to in moments of overwhelm, designate a key adult who they can rely on an regularly check-in with.

Create a personalised, gradual return plan

Returning to school after a period of absence needs to be carefully tailored and adapted to meet your child’s needs. A personalised re-integration plan will help to support any worries or anxieties your child might have and break the return into manageable steps. Start with the least anxiety-provoking aspects of school, perhaps it’s a favourite subject or a quieter part of the day, and gradually build up to a fuller schedule.

Offer flexible approaches such as partial days, alternative start times, or different school entrances to avoid crowds. The focus should be on progress, not perfection, so it’s important to set realistic timeframes and avoid rushing.

Implement supportive structures in school

Creating a safe and predictable school environment can significantly ease a child’s anxiety. Establish a safe space within the school which offers a calm, quiet space, where the child can escape to if they feel overwhelmed or that they need a break. Predictability is also important, so using visual timetables or advance warnings about changes in routine can help the child feel more in control.

Consideration should also be given to potential sensory triggers, such a lighting, noise levels, and classroom layout. Transitions between lessons or environments can be particularly stressful, so extra support during these times is often beneficial.

Additionally, if a child experiences performance anxiety, they should be given opportunities to demonstrate their learning in alternative ways, such as through visuals, recordings, or one-on-one discussions. This approach reduces unnecessary stress while still supporting their academic progress.

Teach, support and encourage emotional regulation

Tools such as the zones of regulation, help young people build emotional literacy and recognise how they’re feeling throughout the day. Teaching simple anxiety management techniques, such as breathing exercises or grounding strategies, can also give children practical ways to cope with distress.

During the reintegration phase, it's important to reduce academic pressure where possible. This might mean pausing certain assessments or lowering expectations temporarily. Removing this pressure allows the child to focus on emotional connection with school, which must come before academic achievement.

Focus on strengths and reduce pressure

Rebuilding school attendance often starts with helping the child reconnect with their strengths, interests, and positive experiences. Focusing on what the child enjoys can be a powerful motivator and can help reframe school as a place where they can thrive.

At the same time, it’s essential to reduce any unnecessary pressure. Providing catch-up support for missed learning should be handled with sensitivity and care, ensuring the child is not overwhelmed. Homework expectations may also need to be adjusted or temporarily stopped during this time. The ultimate goal is to make school feel like a manageable, welcoming environment once again.

Watch our short video

Colette Longden, Training Officer from The ADHD Foundation Neurodiversity Charity, shares a summary of how to support neurodivergent pupils who experience Emotionally Based School Avoidance (EBSA).