20 AUGUST 2026
When a child has experienced emotionally based school avoidance (EBSA), returning to school is rarely a one-size-fits-all process. Every child’s experience is different, and their reintegration plan needs to reflect their individual needs, strengths, relationships and circumstances. Successful reintegration starts with careful planning and a shared understanding of what will help the child feel safe, supported and able to experience success in school.
3 minute read
Creating positive experiences
One of the most important things we can do is help children leave school feeling that they have had a positive experience. A carefully considered timetable can play an important role. Rather than focusing solely on what a child finds difficult, we can identify their strengths and build opportunities for them to feel successful throughout the school day. This might mean including activities they particularly enjoy or starting with parts of the timetable where they already feel confident. Building on these positive experiences can help children develop a sense of achievement and gradually increase their confidence in returning to school. What success looks like will be different for every child. For some, it may be staying in school for a little longer; for others, it may be taking part in a particular lesson or spending time with a trusted member of staff. Recognising these achievements, however small they may initially seem, is essential.
Building relationships and trust
Relationships are at the heart of successful reintegration. A part-time timetable provides valuable opportunities for staff to spend quality time with a child and begin to build trust. Having the time and space to get to know a child – including their likes, dislikes, interests and worries about school – can help staff understand what is making school difficult for them. Taking time to listen is particularly important. Children need to feel that their experiences are understood and that their voice matters. Over time, staff can use this understanding to build a stronger relationship with the child and identify the approaches most likely to support them.
Working together with children and families
Reintegration works best when children, parents and carers and school staff are involved in developing the plan together. As the child’s experience develops, it is important to listen to what they and their parents or carers are telling us and adapt the plan accordingly. This ensures that everyone understands what is happening, feels included and knows what the next steps will be.
Communication between staff is equally important. Key information about the child’s needs, strengths and successful strategies should be shared with the classroom staff who will be working alongside them. This consistency can help children feel more secure and ensure that the support they need is in place throughout the school day.
Making transitions safe and supportive
Transitions can be particularly challenging for children returning to school. Moving from one environment or activity to another can create additional uncertainty, so these moments need careful planning. Transitions into the classroom should be structured, safe and supportive, with staff understanding what the child needs to make the change successfully. Where possible, preparation and consistency can help reduce anxiety and give children a clearer understanding of what to expect.
Recognising every success
Reintegration is a journey, and progress may not always be linear. Setbacks may occur, but they should not overshadow the progress a child has already made. Whenever a child experiences success, it is important to recognise it and celebrate it. Sharing these achievements with everyone involved – including the child, family and wider staff team – helps build a shared sense of progress and reinforces the message that the child can succeed in school.
Ultimately, successful reintegration is about understanding the individual child, building trusting relationships and creating the conditions in which they can experience positive moments at school. By listening to children and families, working together and building on strengths, we can help make the return to school a more manageable and positive experience.