Emotionally Based School Avoidance: What Parents Can Do To Help
What is EBSA?
Emotionally based school avoidance (or EBSA) is a broad term referring to emotional difficulties, most often in the form of anxiety, that magnify the difficulty of school attendance for some children and young people. This often results in extended periods away from school (Enfield Council, 2024–27). It is distinct from truancy – the deliberate and intentional absence from compulsory education. Children with EBSA should not be labelled “truants” (Enfield Council, 2024–27), as doing so overlooks their lived experience (London Borough of Camden, 2024). Many children with EBSA would prefer to attend school but find themselves physically and emotionally unable to cope with it.
The term Emotionally Based School Non-Attendance (EBSNA) may also be used. The older term “school refuser” is decreasing in its use as it implies the child to be simply choosing not to attend. In actuality, this avoidance is rooted in anxiety and a combination of emotional, physical and/or mental health struggles, not simply defiance.
Children with EBSA often need more support than a school can ordinarily provide. In these cases, an Education, Health and Care Plan (EHCP) may be needed to secure the right help, and Navigate Your Mind offers specialist EHCP support for families in North London and Hertfordshire. If an EHCP does not feel like the right route for your child, 1-to-1 therapeutic art sessions offer another way for children to express and process difficult feelings at their own pace. Art-based sessions in a primary school in Oxford, for example, were reported to have improved pupils’ attendance (BBC News, 2025).
How common is it?
Although it is difficult to measure precisely, estimates suggest that EBSA impacts around 1-5% of the school population across England (BBC News, 2025). It is slightly more common at the secondary school level and impacts boys and girls almost equally (West Sussex County Council Educational Psychology Service, 2018).
It also operates within a wider attendance picture. In England, just over 18% of pupils were persistently absent in 2024/25 – before the pandemic, this figure was under 11% (Department for Education [DfE], 2026). While not all of these absences are emotionally based, the figures demonstrate how many families are struggling with attendance.
In England, just over 18% of pupils were persistently absent in 2024/25 – before the pandemic, this figure was under 11% (Department for Education [DfE], 2026).
How can you identify EBSA?
EBSA can both build gradually or begin suddenly. Common signs include:
Physical complaints such as headaches or stomach aches, particularly on Sunday nights and school mornings
Difficulty getting ready or refusing to leave the house before school
Reluctance to attend school trips or particular lessons
Withdrawal from friends
Pattern-following absences, e.g. after weekends and holidays
There is rarely a singular cause. Anxiety correlates strongly with EBSA, including separation anxiety and social anxiety (Tekin & Aydin, 2022). Other potential causes include academic pressure, home changes and transitions (e.g. from primary to secondary school), and bullying. Pupils with special education needs and difficulties (SEND) also have notably higher absence rates relative to their peers (DfE, 2026).
What can parents do?
Act early and cooperate with the school. Both early intervention and a coordinated approach between the child, their family and school staff have been evidenced to lead to better outcomes (West Sussex County Council Educational Psychology Service, 2018). Contact your child’s teacher, head of year or SENCo (Special Educational Needs Coordinator) as soon as you notice a pattern and approach them openly as a collaborator rather than as an adversary.
Ask about reasonable adjustments. Government guidance mandates that schools should support any pupil whose attendance is impacted by emotional or mental health, and not only those with a diagnosis (DfE, 2023). Helpful adjustments may include (but are not limited to) a safe space in the school, a flexible or phased timetable, and a named member of staff to whom your child can go when feeling overwhelmed.
Combine warmth with gentle expectation. Although it might feel natural to want to protect your distressed child by allowing them to stay at home, avoidance can prolong anxiety over time (West Sussex County Council Educational Psychology Service, 2018). It is therefore important to acknowledge your child’s feelings while displaying confidence in their ability to manage small steps, such as going in for a single lesson or getting as far as the school gate.
Care for yourself too. Supporting a child experiencing EBSA can be exhausting. Research has shown that parents’ own wellbeing and wider family function can be closely connected to school avoidance (Chockalingam et al., 2023). This is not about blame – taking care of yourself is one of the most important steps in supporting your child.
It can also be helpful to be aware that progress may be uneven. One review found that psychological support increased school attendance despite not showing clear short-term reductions in anxiety (Maynard et al., 2018). Your child may take some time after going back to school before they feel fully better.
When to seek further support?
If school avoidance continues, it will likely impact learning, friendships, and subsequently long-term wellbeing. The earlier support is put into place, the better. A psychological assessment can help to identify the underlying causes of your child’s difficulties, and which adjustments would be the most effective. For children with additional needs, an Education, Health and Care Plan (EHCP) can help facilitate longer-term support.
At Navigate Your Mind Chartered Psychologists who work with families across North London, Essex, Barnet, and Hertfordshire. They offer assessments, EHCP support and therapeutic sessions for children and young people. If your child is experiencing difficulties with school, you can get in touch and they will discuss the next steps with you.
About Our Experience With EBSA:
Yeşim Guner - (Chartered Psychologist) has been working with 7- to 16-year-olds who are resistant to attending school due to a multitude of mental health challenges. She has worked hard over the past 20 years to build a program specifically to support those suffering from EBSA. The sorts of challenges these children have faced have been due to incidences of domestic violence at home, bullying, or the result of neurodivergent challenges they have themselves. This includes supporting autistic clients who have been bullied at school and, as a result, have become resistant to attending.
For more information and to book a Free Consultation, visit us at: https://www.navigateyourmind.co.uk/main-services
About the Author: My name is Muhammad Amaan. I am a BSc Psychological and Behavioural Science graduate from the London School of Economics. I have a particular interest in understanding mental health issues and developing my knowledge and skills in this area. My long-term goal is to qualify as a clinical psychologist and work directly with vulnerable patients to help manage mental health conditions.
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