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Emotionally Based School Avoidance (EBSA)

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About Course

This CPD-certified online course provides a comprehensive introduction to Emotionally Based School Avoidance (EBSA) and forms part of the IIFAL Learning Framework, which promotes accessible, high-quality, and practical learning for those supporting children and young people.

Designed for educational professionals, parents, carers, and families, the course supports anyone working with children and young people who are currently experiencing or may be at risk of emotionally based school avoidance.

Throughout the course, learners will develop a strong foundational understanding of EBSA, including its key contributing factors and the wider educational, emotional, and environmental contexts in which it occurs. The course also explores practical, person-centred strategies to help reduce anxiety, build emotional resilience, and support safe, positive re-engagement with school.

The course is fully online and self-paced, taking approximately 3 hours to complete. On completion, learners will earn CPD points, contributing to ongoing professional development and reflective practice.

This course is designed to support early understanding and prevention, helping adults respond with insight, compassion, and confidence before difficulties escalate.

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What Will You Learn?

  • Understand what EBSA is and how it differs from other forms of non-attendance
  • Recognise early indicators, risk factors, and emotional triggers
  • Identify underlying reasons for EBSA using child-centred approaches
  • Learn practical strategies to support pupils through reintegration
  • Gain confidence in working collaboratively with parents and school staff
  • Develop a solutions-focused mindset when planning EBSA support
  • Apply person-centred approaches to improve pupil wellbeing and engagement

Course Content

Module 1: Introduction to Emotionally Based School Avoidance (EBSA)
Emotional-Based School Avoidance (EBSA) occurs when a pupil struggles to attend school due to emotional distress, such as anxiety or stress, rather than deliberate truancy. It is important to distinguish EBSA from traditional absenteeism, as the underlying causes are emotional rather than behavioral. EBSA can significantly impact a pupil’s academic progress, social development, and emotional wellbeing. If left unaddressed, it may lead to long-term negative outcomes, including disengagement from learning and difficulties in adult life. Understanding the definition, terminology, and emotional underpinnings of EBSA is essential for identifying affected pupils and providing effective support.

  • Lesson 1.1 – What Is EBSA?
    32:50
  • Lesson 1.2 – The Impact of EBSA
  • Knowledge Check – Understanding EBSA: Foundations and Impact

Module 2: Early Indicators, Risk Factors & Contributing Causes
Recognising Emotional-Based School Avoidance (EBSA) involves identifying early signs, such as changes in behaviour, attendance patterns, and emotional presentation. Various risk factors can contribute to EBSA, including child-specific factors like anxiety, neurodiversity, or experiences of trauma, as well as family, environmental, and school-based influences. Understanding the reasons behind EBSA requires a holistic approach, using observation, conversations, and assessment frameworks that incorporate the perspectives of the child, their parents, and school staff. By carefully identifying these signs, risk factors, and underlying causes, educators can provide timely and effective support to help pupils re-engage with school.

Module 3: Understanding Stress, Anxiety & Emotional Responses
Understanding Emotional-Based School Avoidance (EBSA) requires recognising how the stress response system—fight, flight, freeze, or fawn—manifests in school contexts and impacts learning and attendance. Behaviour often serves as a form of communication, with pupils expressing emotional distress through actions rather than words, making it important to identify triggers and underlying emotions. Neurodiversity also plays a significant role in EBSA, as pupils with ASD, ADHD, or sensory sensitivities may experience overwhelm that affects their ability to attend or engage with school. By understanding these physiological, emotional, and neurodivergent factors, educators can respond with empathy and targeted support strategies.

Module 4: Working with the Child
Supporting pupils experiencing EBSA involves building safety, trust, and connection through relational and trauma-informed approaches. Emotional regulation is a key focus, with practical strategies, coping tools, and techniques such as coaching, modelling, and co-regulation helping pupils manage anxiety and stress. Gradual reintegration and exposure planning are essential for a successful return to school, involving achievable goal-setting and step-by-step planning tailored to each pupil’s needs. By combining trust-building, emotional support, and structured reintegration, educators can create a safe and supportive pathway back into the school environment.

Module 5: Working with Parents & Carers
Supporting pupils with EBSA requires effective communication and collaboration with parents and carers, including understanding their perspectives, anxieties, and concerns. Reducing morning stress and reinforcing consistent home routines helps pupils start the school day calmly and positively, promoting school readiness. Clear shared roles and responsibilities between home and school strengthen the partnership, ensuring coordinated support and consistent strategies that aid recovery and encourage regular attendance. By fostering collaboration, routine, and shared accountability, schools and families can work together to help pupils re-engage with learning successfully.

Module 6: Working with School Staff & the School Environment
Effectively supporting pupils with EBSA requires a whole-school approach, where staff share a common language and awareness to ensure consistent understanding and responses. Adapting the school environment to meet pupils’ needs—including sensory adjustments, flexible timetables, and other accommodations—helps reduce anxiety and supports engagement. Creating psychologically safe schools is also essential, fostering a sense of belonging, strong connections with trusted adults, and predictable routines that make pupils feel secure. By combining shared staff awareness, environmental adaptations, and psychological safety, schools can implement strategies that effectively support pupils’ attendance, wellbeing, and participation.

Module 7: Planning, Implementing & Reviewing Support
Supporting pupils with EBSA effectively requires following the EBSA support cycle: Assess, Plan, Do, and Review, ensuring that interventions are tailored to each pupil’s needs and regularly evaluated. Evidence-based interventions can include cognitive strategies to address unhelpful thinking, behavioural approaches to encourage engagement, relational methods to build trust and connection, and systemic approaches that consider family, school, and community factors. Tracking progress through attendance data, wellbeing measures, and feedback from pupils, parents, and staff helps evaluate the impact of support and informs ongoing planning. The final assessment encourages learners to apply these principles through short-answer questions and scenario analysis, demonstrating understanding of planning, implementing, and reviewing effective support strategies.

Module 8: Case Studies & Real-World Application
Module 8 focuses on applying knowledge of EBSA through real-world case studies. Learners explore examples of pupils at different stages, from early-stage EBSA to moderate and persistent long-term cases, as well as instances where neurodivergence intersects with school avoidance. By analysing these scenarios, learners can identify effective strategies, interventions, and support approaches tailored to each pupil’s circumstances. The module also includes a reflection task, encouraging learners to apply insights to their own pupils or school settings, fostering practical understanding and enhancing the ability to plan and implement personalised support for EBSA.

Final Assessment – Emotionally Based School Avoidance (EBSA) Full Course
This comprehensive assessment evaluates your understanding of all key concepts from the EBSA course, including: the definition of EBSA, emotional and behavioural factors, early indicators, risk and vulnerability factors, neurodiversity considerations, the stress response system, pupil communication, emotional regulation, reintegration planning, whole-school strategies, and the Assess–Plan–Do–Review support cycle. Complete all 20 questions to demonstrate your competency in recognising, understanding, and supporting pupils experiencing Emotionally Based School Avoidance.

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Natasha Darby
2 months ago
Very informative concerning emotional based school avoidance and why it occurs. The course provided real strategies and case studies to reinforce learning and contextualised the strategies. The test at the end of each module also gives an opportunity to reflect. I would definitely recommend this course if attendance is a issue due to EBSA.