Latest data from the Department for Education shows a record improvement in attendance, with over 5 million more days spent in classrooms.
Yet the rate of persistent absence (pupils who miss 10% or more of their possible sessions) remains significantly higher than pre-pandemic levels at currently 18.7%.
A leading figure in the children’s mental health and wellbeing field has warned how Emotional Based School Avoidance (EBSA) could be contributing to these persistent absences.
EBSA describes children and young people who struggle to attend school due to emotional distress, often linked to anxiety, sensory overload, or social pressures.
Unlike truancy, EBSA is not a deliberate choice. It is often driven by anxiety, with some children experiencing physical symptoms such as nausea or panic.
Parents frequently describe morning meltdowns, refusal to leave the house, or selective attendance depending on how severe their struggle is at a given time.
Emma Davies is a Director at Health is One and chairs the British Association for Counselling and Psychotherapy’s committee for children, young people and families.
She explains: “Emotionally Based School Avoidance is often misunderstood. These children aren’t choosing to stay home – they’re overwhelmed and experiencing emotional distress. For some, the school environment triggers intense anxiety, sensory discomfort, or fear of social judgement.
“The rise in mental health challenges among children has been well documented, particularly in the wake of the pandemic, and persistent school absence is just one consequence of this. To address this, we need to move towards timely, compassionate and coordinated support. That means listening to families, working with schools, and recognising the emotional and developmental needs of the child that sits behind the behaviour.”
In partnership with Moray Council, Health is One ran a pilot EBSA support programme for parents and carers of children aged 4–12 through its Exchange family service.
The support programme offered a blended model of online and in-person support, designed to give parents on-demand access to learning at a time that suits them.
This included digital learning, downloadable resources, support sessions with trained specialists and practical tools all structured to fit around family routines and individual needs.
The results found that of the 60 families who actively engaged in the pilot and the 66 children it supported:
- 89% of families were accessing support for the first time, highlighting the success of creating new pathways into early intervention.
- Parents reported significant improvements in confidence and ability to support their child’s emotional needs, with 88% showing increased self-efficacy scores.
- Key outcomes included reduced stress and anxiety about attending school, stronger emotional regulation, and boosted self-esteem in children.
- 100% of surveyed parents said they felt supported, found the resources helpful, and would recommend the programme.
Emma added: “The results show what’s possible when families are met with timely and holistic support. Parents were empowered with the tools and confidence to help respond to EBSA effectively, helping their children strengthen their emotional regulation, build self-esteem, and re-engage with school life.
“At Health is One, we’re building a more inclusive and responsive system of care – one that recognises individual needs and delivers tailored support that enables every child to thrive. Our whole-system model ensures that support is coordinated across home, school, health and community settings. By bridging the gap between clinical services and everyday life, we’re able to have a positive and lasting impact on children’s school attendance, as well as their health and happiness.”
A parent who benefitted from the pilot said: “The support we received was incredibly personal and insightful. It gave me a much clearer understanding of my daughter’s emotional world and helped me reframe how I communicate with her.
“We really enjoyed the activities. My daughter looked forward to doing them together and we’ve found the strategies easy to embed into everyday routines. They’ve made a big difference in helping her manage anxiety and feel more confident. Having that kind of compassionate, practical guidance was a real turning point for us.”
Sources:
Persistent absentees made up 10.9% of all enrolments in the 2018/19 school academic year. https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2018-19
