Emotionally based school non-attendance: two successful returns to school following lockdown

Emotionally based school non-attendance (EBSNA) needs are complex, with a distinctive combination of risk factors affecting each individual. This study presents an exploration of the perceived facilitators to successful returns to school for two primary-aged children who had previously experienced anxiety around school attendance. The perspectives of parents, school staff, and educational psychologists were gathered using semi-structured interviews to identify effective support. A reflexive thematic analysis was conducted to generate themes. Findings demonstrate that the support in each case was highly individualised. Key facilitators considered to achieve this included: effective home-school communication; taking a functional approach; engaging other professional support; cultivating positive relationships; and practitioners regularly reflecting on their practice. The significant overlap between themes supports an interactionist, ecological model of early identification and intervention for EBSNA difficulties. Implications for practitioners include the need to ensure a reflective, individualised approach, and the importance of facilitating the home-school relationship.