EBSNA
Emotion Based School Non-Attendance (EBSNA) in the London Borough of Hillingdon
The London Borough of Hillingdon Local Authority, working closely with schools and partner agencies, is committed to supporting students who experience difficulties in consistently attending school due to mental health challenges. Emotion Based School Avoidance (EBSNA) is a growing concern, with students avoiding school because of anxiety, depression, or other mental health concerns.
This guide aims to assist Hillingdon schools in identifying, understanding, and addressing EBSNA. It builds upon Hillingdon's existing guidance on school attendance while incorporating best practices in supporting mental health and emotional well-being.
Why is the EBSNA Guidance Important?
EBSNA can lead to prolonged periods of non-attendance and disengagement from education, which can severely impact a child's future. The Hillingdon Local Authority's approach is grounded in early intervention and systemic support that works across the educational and family environments.
This guidance supports a graduated approach that allows for tailored interventions based on the student's specific needs, in alignment with Hillingdon's school attendance policies. Schools are encouraged to act swiftly to prevent EBSNA from becoming entrenched.
EBSNA in Hillingdon: The Current Landscape
According to recent trends, persistent absenteeism in the London Borough of Hillingdon has mirrored national figures, with increasing rates of non-attendance linked to emotional and mental health issues. Hillingdon has seen a notable rise in persistent absentees, with rates doubling from 10% to 22% between 2018 and 2022. The challenge is exacerbated by complex factors, including academic pressures, family circumstances, and individual mental health challenges.
For Hillingdon's schools, supporting children with EBSNA involves addressing not just attendance, but the underlying emotional and psychological factors that contribute to non-attendance.
Understanding EBSNA: Key Indicators
EBSNA may present differently depending on the student, but common early indicators include:
- Sporadic attendance or lateness
- Physical signs of stress (e.g., headaches, stomach aches)
- Anxiety or fear related to school
- Behavioural changes such as withdrawal or reduced motivation
- Prolonged absences without clear medical reasons
As patterns of non-attendance become more established, other signs may include periods of prolonged absence, avoidance of specific lessons or spaces, and difficulty maintaining peer relationships.
A Graduated Approach to EBSNA in Hillingdon
Hillingdon promotes a three-tiered approach to supporting students with EBSNA.
Universal Support:
- All schools should adopt whole-school approaches to mental health and well-being. This includes creating a culture where students feel safe, supported, and able to express their emotions.
- School-wide training on EBSNA should be provided, with emphasis on staff understanding how to identify early signs and intervene appropriately.
Targeted Support:
- Schools should implement targeted interventions when signs of EBSNA are identified. This may include working with families, mental health services, or Educational Psychologists to develop personalised support plans.
- The Plan, Do, Review cycle is essential. Schools should use data and input from the student and their family to design interventions that meet their unique needs.
Intensive Support:
- If more intensive support is needed, referrals can be made to Hillingdon's Educational Psychology Service or CAMHS for professional input. At this level, detailed psychological assessments and therapeutic interventions (such as CBT) may be required to address the root causes of the non-attendance.
Key Steps for Hillingdon Schools in Addressing EBSNA
Early Identification:
- Monitor attendance data and look for patterns that may indicate EBSNA. Start conversations early with students and their families if concerns arise.
- Use Hillingdon's attendance guidance and track absence patterns to ensure that action is taken before absenteeism becomes persistent.
Engaging with the Family:
- Building trust with families is key. Involving parents and carers in the conversation about their child's attendance ensures a shared approach to solving the issue.
- Parents may have their own experiences with school that affect how they support their child, so it's important to create a non-judgmental environment.
Collaborative Working:
- Work closely with mental health professionals, family support services, and the Inclusion Team to develop a holistic support plan.
- Schools should use frameworks such as the Assess, Plan, Do, Review cycle to structure the intervention and regularly evaluate its effectiveness.
Gradual Reintegration:
- Returning to school after a period of non-attendance should be done gradually. Start with smaller, manageable steps—such as a few hours a day or specific lessons—and increase the time spent in school as the student builds confidence.
Easy to Access Tools and Resources
Hillingdon schools are encouraged to use the following resources to support students with EBSNA:
- Anna Freud National Centre for Children and Families: Provides resources and training on supporting mental health in schools.
- Mentally Healthy Schools: Offers tools to start conversations about mental health and well-being with students.
- Hillingdon Attendance Support Team: The London Borough of Hillingdon website contains guidance on school attendance and how to address children who are unable to attend school.
Student Guide
