School Refusal NO it’s Barriers to Attendance

I'd heard the terms "school avoider" and "school refuser" before, and in all honesty, about ten years ago I didn't pay much attention to the language and what it meant. I understood that the children in question were struggling to attend school as their needs weren't being met, but it horrifies me now that I didn't question what was behind that and how damaging the terminology that was being used was to both the children and their families.

Not Emotional Based School Avoidance it’s Barriers to Attendance

All too often we hear, "X is refusing to attend school," "X is avoiding coming to school." We hear them from professionals, we hear it in schools, and we hear it from Local Authorities. When a child cannot attend school due to their needs not being met, they aren't simply refusing or avoiding school, they are desperately trying to communicate their needs and protect themselves in an environment that is torture to them.

What is actually happening?

Children are not simply saying, "I don't fancy school any more," they are saying in the only way they can, "I can't do this, my needs aren't being met and I need you to hear me."

Often when children stop being able to attend school, it isn't just one thing that's recently happened, it is a relentless accumulation of trauma and pain that they have endured over a sustained period in school, ultimately causing a life-shattering impact on them and their families.

When I look back at our journey with EBSA there are some key points that when they are looked at more widely can track how the sustained difficulties resulted in a total breakdown of schooling for our child, from feeling overwhelmed and shy, to bullying, to complete breakdown by the age of 12.

What should we be saying?

The thing that is important to have at the front of mind is that it isn't that a child won't attend school, it is that they CAN'T. Therefore in my experience we should treat EBSA largely as we would any other health difficulty, with patience, kindness and understanding.

Genuinely trying to support and understand the root causes of EBSA should be the fundamental basis of any action. All too often parents are subjected to relentless harassment and crushing pressure, including threats of fines and prosecution, because their children cannot attend school. The additional trauma in trying to force a child into an unsuitable school environment can cause catastrophic, irreversible damage.

What can we do?

Change our mindset, it's can't, not won't.

Identify small changes that may help without the expectation that that will make it ALL better.

Look more broadly at what is happening, is there a particular difficulty with sensory overwhelm with noise or crowds, is there a need for additional support in particular areas.

Accept that this is a long journey and that education may need to look differently (school is only one route to an education).

As a parent, finding your community is so important. As a parent that has been there, it can feel like an isolating nightmare. Finding the right people to surround yourself with will help you and your child. I honestly don't know how I'd have got through our initial 6 months of EBSA without Facebook groups with parents facing similar things.

Finally, we all blame ourselves, but know that this isn't your fault! Parent blaming is disgracefully common in the education sector, and it needs to stop. Know that it is the system failing our children, not parents. Nobody can truly understand the gut-wrenching agony and desperation you feel as a parent until you face EBSA.

Who can help?

There are lots of people who can offer different types of support but accessing that support is often the greatest challenge.

Section 19 Education Act

Each Local Authority has a legal duty to provide suitable education to all children of compulsory school age who are not able to access school. Section 19 (1) of the Education Act 1996 imposes a legal duty on Local Authorities to provide children of compulsory school age, who are out of school, with a suitable education.

This section of law ensures that all children have access to education, regardless of their circumstances, and sets out the responsibilities of Local Authorities in providing this education. If you are not receiving this for your child, they are breaking the law.

Mental Health professional support

Going forward there is a plan to have access to mental health support in all schools, however currently we know this isn't the case. GPs and Schools can and should complete referrals into local mental health services for your child.

Don't be fobbed off if they tell you there's nothing they can do or that you need to wait. Your child's mental health is crucial, and EBSA often comes with anxiety, depression, or other mental health challenges that need proper support. Push for that referral. If your GP won't refer, ask to see a different GP or ask them to record in your child's notes that they are refusing to refer. Sometimes that's enough to change their mind.

You can also self-refer to many local mental health services, so don't assume you have to go through your GP. Look up your local Child and Adolescent Mental Health Services (CAMHS) and see what options are available. Some areas have specific EBSA support services or wellbeing teams that understand the link between school attendance and mental health.

Remember, you know your child best. If you're seeing signs of distress, self-harm, or your child is talking about not wanting to be here anymore, don't wait for anyone's permission to get help. Contact your local crisis team or take them to A&E if needed.

SENDIASS

SENDIASS stands for special educational needs and disability information advice and support service. Children, young people and their parents and carers where a child or young person has or may have special educational needs or a disability are able to access the service for free, impartial and confidential information and advice.

Education Health and Care Plans

An Education, Health and Care Plan can provide statutory protection for your child's needs and ensure appropriate provision is put in place. This can be a crucial tool in securing the right support for children experiencing EBSA.

If your child doesn't already have an EHCP, you can request an assessment. You don't need the school's permission to do this, you can apply directly to your Local Authority. Many parents don't realise this and waste precious time trying to get the school to agree first.

An EHCP isn't just for children with obvious learning difficulties. Children experiencing EBSA often have underlying needs that haven't been identified or properly supported. The assessment process should look at your child's social, emotional, and mental health needs, not just their academic ability.

Having an EHCP means your child's needs are legally protected. It can specify things like reduced timetables, alternative provisions, or specific support that must be put in place. Without an EHCP, schools can pretty much do what they like, and that's often not enough for our children.

The process can be long and frustrating, but it's worth fighting for. Don't be put off if they initially refuse the assessment. You have the right to appeal, and many initial refusals are overturned. Get support from SENDIASS or consider getting an advocate to help you through the process.

Have you experienced Barriers to Attendance with your child? What has helped you? I'd love to hear your thoughts and experiences.