Emotionally Based School Avoidance (EBSA) in Teenagers
Research carried out by youth mental health charity, Stem4, highlights the significant impact of poor mental wellbeing on school attendance. Figures show that 27% of 12-18 year olds across the UK didn’t attend school the year after the pandemic, with family difficulties, bullying and exam stress as just a few of the reasons uncovered.
In this insightful session, we were joined by Clinical Psychologist, Dr Sarah-Jane Knight, and Cathy Ellot, Head of Streatham & Clapham High School, to talk about Emotionally Based School Avoidance including the impact it can have on teens and their families, and what parents and schools can do to help get teenagers back at school.
What is EBSA?
Emotionally Based School Avoidance (EBSA) is a significant issue affecting nearly 3 in 10 secondary school pupils. These students avoid school due to the anxiety it provokes, leading to substantial educational and social repercussions. Understanding EBSA's roots and addressing it effectively requires a collaborative effort between parents, schools, and mental health professionals.
Spotting the signs
Cathy explained that EBSA is distinct from simple reluctance to attend school. It stems from emotional challenges that make school attendance overwhelming for the student. Factors contributing to EBSA can include:
Home Environment: A desire to stay home due to perceived safety or comfort.
School Environment: Aspects of school life that may exacerbate anxiety or discomfort.
Emotional Overload: An accumulation of worries and fears that can overwhelm a student's ability to cope, often visualised as a "worry bucket" that overflows when not properly managed.
The Impact of EBSA
The consequences of EBSA extend beyond academic performance, affecting various aspects of a teenager's life:
Social Isolation: Prolonged absences can lead to isolation from peers, which can be detrimental to social development and mental health.
Academic Setbacks: While schools can often accommodate short-term absences, long-term avoidance can lead to significant gaps in learning, particularly in cumulative subjects like maths and science.
Emotional Distress: The stress associated with EBSA can lead to more severe mental health issues, including depression and anxiety.
Cathy emphasised the importance of not overfocusing on the loss of education:
“I would really advise schools and parents not to over-panic about the loss of learning, because actually that can cloud the more important things which is the emotional wellbeing and stability of the child”.
Strategies for Addressing EBSA
Addressing EBSA involves a multi-faceted approach focusing on understanding, support, and gradual reintegration into the school environment. Cathy and Sarah-Jane shared some practical advice for parents, carers and educators:
Parental Involvement: Parents need to recognise and address their own emotions regarding their child's school avoidance. Open communication and a non-judgmental approach are crucial.
School Support: Schools must play a proactive role by identifying students struggling with EBSA and providing support tailored to their specific needs. This can include adjustments to the school environment, personalised learning plans, and mental health resources.
Professional Help: In more severe cases, involvement from mental health professionals may be necessary to address underlying issues contributing to EBSA. Therapy and counselling can provide students with strategies to manage their anxiety and cope with school-related stress.
Peer Support: Educating peers about EBSA can foster a supportive school environment. Understanding and empathy from classmates can significantly ease the reintegration process for students returning after an absence due to EBSA.
By recognising the signs early, providing appropriate support and fostering a nurturing environment, we can help teens overcome their challenges and thrive both academically and socially.