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Emotionally Based School Non-Attendance. You are invited to join two projects
Published
Gloucestershire's Educational Psychology Service signposts to their resources for families and practitioners around EBSNA. The Service is also keen to learn from Parent Carers and school staff as part of their project to strengthen understanding of what enables secondary-aged pupils to successfully re-engage with school when experiencing barriers to attendance. In addition, the University of Cambridge is inviting Parent Carers and young people to take part in a study about Emotionally Based School Non-Attendance (EBSNA).
School should be a place where everyone feels safe, supported, and like they belong.
About the study
This study is about creating a programme that helps schools become more supportive and inclusive.
By taking part, you can tell the Attend Well team about why being in school felt difficult for you or your child, what support you may have received, and what you think would help young people to re-engage with education.
Your participation will help Attend Well to develop a programme for schools to become more supportive, flexible, and focused on what young people need.
Participants will complete online questionnaires about school experiences and have the option to take part in an interview.
To learn more, email attendwell@medschl.cam.ac.uk or visit attendwell.org.uk
Who can support Emotionally Based School Non-Attendance locally?
Gloucestershire’s Educational Psychology Service (EPS) provide comprehensive guidance on their webpages to help schools, Parent Carers and professionals understand and support children and young people experiencing barriers to school attendance.
Information includes:
• what ‘barriers to attendance’ means;
• the emotional factors involved; and
• the importance of early, child centred intervention.
In addition, the website signposts supportive services and emphasises collaborative, nurturing approaches that build understanding and reduce the challenges contributing to non attendance. The website can be used by both Parents Carers and education staff to develop shared understanding.
Project: A mixed‑methods study of successful support for pupils experiencing barriers to attendance in Gloucestershire mainstream secondary schools: Perspectives from Parent Carers and school staff.
This project aims to strengthen our understanding of what enables secondary-aged pupils to successfully re-engage with school when experiencing barriers to attendance. By focusing on cases where support has led to a notable increase in attendance or a return to school, the project seeks to identify approaches that can inform LA-wide practice and support strategic developments around inclusion and attendance.
Two phases will be used:
- Questionnaire to all secondary SENCOs/key workers to gather a broad range of examples of successful support.
- Two in-depth case studies, incorporating perspectives from SENCOs/key workers and Parents/Carers, to provide richer insight into what contributes to success.