Understanding EBSNA

What is emotionally based school non-attendance? (EBSNA)

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Emotionally based school non-attendance (EBSNA) refers to children and young people who face persistent difficulties attending school due to emotional distress, and can involve physical and emotional symptoms. It is also referred to as emotionally based school avoidance (EBSA).

 

EBSNA differs from truancy, as the absence is due to emotional distress rather than a lack of interest in school. (e.g. Thambirajah, Grandison & De-Hayes, 2008). Researchers report ‘school avoidance’ is not a medical diagnosis but often encompasses symptoms and behaviours associated with particular diagnoses and difficulties, such as generalised anxiety disorder, separation anxiety, specific phobias, major depression, post-traumatic stress disorder and more (Kawsar & Marwaha,2019; Walter et al.,2010).

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The safety of children and young people is paramount. It is acknowledged that students' distress and absence from school may leave them vulnerable to further adverse experiences, including gang membership and child sexual exploitation (which may present on the surface as ‘truanting’). It is also vital to recognise when a young person's mental health has deteriorated due to adverse school experiences and additional support for the child/young person and school is required. This includes young people expereinceing signs of burn out. Time and care should be taken in establishing whether a child’s absence from school is due to emotional distress experienced due to attending school; this can be identified using the 'Tools' within the 'Addressing EBSNA' section.​​​​​​​​​

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Potential causes of, and a modern approach to, EBSNA

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EBSNA has no single cause and is driven by a complex combination of factors within the young person, their family, and the school environment (Thambirajah et al, 2008).

 

Tenacious schools supports the modern move away from the outdated "within child" model, which placed the responsibility to change solely on the child. Instead, there is understanding that a child's inability to attend school results from a convergence of experiences and environmental factors. This approach recognises that school absence is a symptom of broader challenges and calls for adjustments at home and at school, alongside goal setting for the child. This approach is supported by Bronfenbrenner’s Bioecological model of Human Development, by highlighting the effect of multiple systems on a child’s development.

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Kearney and Silverman (1990) suggests four main reasons for school avoidance.

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PUSH Factors:

• To avoid uncomfortable feelings brought on by attending school, such as feelings of anxiety or low mood.

• To avoid situations that might be stressful, such as academic demands, social pressures and/or aspects of the school environment.

School has significant power to identify triggers and make adjustments

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PULL Factors:

• To reduce separation anxiety or to gain attention from significant others, such as parents or other family members.

• To pursue tangible reinforcement outside of school, such as going shopping or playing computer games during school time.

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Awareness of this original research allows schools to minimise PUSH factors

Click here for Kearney and Silvermans full table

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​EBSNA, SEND and Neurodiversity

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There is now significant understanding that EBSNA may affect those with SEND and neurodiversity more acutely then neurotypical children and young people.

This is a huge and developing area, please see below for more information.

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