¾ÅÉ«ÊÓƵ

As pupils switch out of holiday mode and back into the school routine, the end of time off can naturally bring increased anxiety about returning to the classroom.

For those experiencing Emotionally Based School Avoidance, this return can feel even harder. So, how can we support those pupils who simply aren't ready to return; could EBSA be linked to speech, language and communication in some children; and how can we better understand each child's needs?

What is Emotionally Based School Avoidance?

According to the  Emotionally Based School Avoidance, (often referenced as 'EBSA'), refers to reduced attendance or non-attendance at school where the avoidance is driven by emotional distress. The British Medical Journal further states that it does not constitute a psychiatric diagnosis in it's own right, but often co-occurs with diagnoses of anxiety, and/or mood disorders.

EBSA can affect pupils across all age groups and backgrounds, creating a complex cycle that can be challenging to break. Anticipation leads to anxious thoughts and physical feelings, which drives avoidance of the school situation. This provides short-term relief, but ultimately increases long-term avoidance, perpetuating the cycle. EBSA often causes significant stress and worry for both the pupil, and their family. 

How Can EBSA Link to Speech, Language and Communication?

EBSA is complex, and there is no single cause. However, for some young people who have Speech, Language and Communication Needs (SLCN) - this may be a contributing factor.

Speech, Language and Communication Needs are highly prevalent. .

Keeping this in mind, we also know that Speech, Language and Communication Needs can have a huge knock-on .

As a result, for some children and young people with Speech, Language and Communication Needs of any kind, it is understandable why school can feel challenging.

Pupils with speech and language difficulties may find school difficult because:

• Academic tasks feel challenging when language processing difficulties aren't recognised
• They struggle to communicate their needs effectively to teachers and peers
• Social interactions feel overwhelming when communication is challenging
• They may have experienced negative reactions to their communication differences

Heartbreakingly, many parents and teachers are also witnessing the effect.

Research from Speech and Language UK has highlighted that have said that children are being unfairly punished due to speech, language and communication needs, whilst  have said that their child has been punished due to a lack of support. There is a strong feeling amongst teaching staff that much more training could be done for teachers to support pupils with SLCN.

Neurodiversity and Speech and Language

Not every child with SLCN is neurodivergent, however we do know that autistic pupils and those with ADHD are more likely to experience effects on their communication. For children who are neurodivergent, other factors may also contribute to EBSA , such as:

• Sensory overwhelm in busy school environments
• Challenges with executive functioning and organisation
• Masking, leading to exhaustion and burnout
• Feeling misunderstood when their needs aren't recognised or met appropriately

Supporting Pupils Who Aren't Ready to Return

1. Early Identification and Assessment Where Necessary

Schools need robust systems to identify pupils at risk of EBSA early. From a speech and language perspective, this should include screening for speech and language needs.

Early screening can be done in schools, and at scale. The ¾ÅÉ«ÊÓƵ Early Years Language and Communication Screener is an example of a screening tool that is used in schools to screen children aged 3-5 for potential signs of Speech, Language and Communication Needs. The screener itself is not a diagnostic tool, however, it can flag areas where further intervention may be beneficial.  

Furthermore, when it comes to supporting children who may be neurodivergent, providing learning opportunities to help staff and parents recognise signs is vital to help ensure that each child can receive the support they need and deserve as early as possible. Providers such as our Keys Health sister brands, and , can offer assessment, support and guidance both for children and adults who present with traits of autism and/or ADHD.

2. Flexible and Graduated Support

Not every pupil will be ready for an immediate return to full-time classroom learning. Some things to consider can include:

• Gradual reintegration programmes that respect the pupil's pace
• Alternative learning environments within school
• Personalised timetables that account for individual needs and capacity

3. Communication-Focussed Interventions

For pupils with speech and language needs:

• Provide alternative communication methods where needed
• Train staff in communication-friendly approaches, for example via CPD courses
• Create visual supports and social stories to help pupils understand expectations
• Ensure pupils can communicate their needs and feelings effectively

4. Neurodiversity-Affirming Practices

• Create sensory-friendly spaces and consider environmental adjustments
• Recognise and celebrate neurodivergent strengths and interests
• Provide clear structure and predictability
• Allow for different ways of demonstrating learning and engagement

Looking Beyond Attendance Figures

We must look beyond attendance figures to understand the complex needs of pupils experiencing EBSA.

Research by the , which examined a cohort of 1,100 young people aged 11 to 14, found a strong link between poor mental health and lower GCSE attainment at age 16. This, in turn, has an effect on employment, and mental health.

This statistic alone is just one of many reasons why addressing EBSA with a focus on long-term wellbeing rather than short-term attendance fixes is vital.

Moving Forward: A Call to Action

Neurodiversity Support
If you’re looking to learn more about autism or ADHD services, our sister brands, Autism360 and ADHD360, provide assessment, diagnosis, and support for both children and adults. They’re a great place to start if you have questions or want to explore your options further - click below to visit their websites.