The Power of Empathy
It is imperative to implement supportive interventions as soon as possible when a child or young person is identified as having difficulty in attending school. Early identification of school avoidance can be difficult. Children and young people can find it difficult to articulate their feelings and distress about attending school in a way that school and family can understand. How a young person presents at home and in school may also be different. Sometimes, this can lead to feelings of blame, resulting in school or family feeling defensive or anxious.
It is important to share and listen to all perspectives. Views need to be respected, and differences acknowledged.
If a child or young person is out of school for a period, it is harder to return to the routine of school.
Engage Parents/Guardians and the Child or Young Person in the Planning Process
- Organise a support meeting with key school personnel, parents, and the child or young person to identify and discuss the issues. Use the intervention guidance above to structure the support plan
- Identify staff members with whom the child or young person feels most safe and ensure they are involved
- Ensure that the plan is child- or young-person-centred and accounts for how they experience the world around them.
Good Practice Tip: Share sensitive information only on a ‘need-to-know’ basis. While all staff working with the child or young person may need to be aware of any heightened concerns or risks, detailed family circumstances or personal information should only be shared with those directly involved in planning their return to school.
Initial Guidance
- Initial guidance from NEPS may often be sought at this point
- Agree on a plan for a gradual return to school and record the agreements with the child or young person and their parents/guardians
- Use the SMART goal framework (more information available below) to set objectives
- Ensure the intervention has a timeline for review and completion/revision.
Communication and Monitoring
- Ensure that the plan is communicated and disseminated to all school staff
- Maintain regular phone contact with parents/guardians to ensure the plan is monitored and implemented.
Good Practice Tip: Consistency of approach across classes, staff and activities is key. One of the most effective strategies for supporting children and young people who experience school avoidance is ensuring a consistent approach across all aspects of their school day. This is helpful in terms of ensuring predictability for the child or young person. This means that teachers, staff, and admin support should all adopt a consistent response, ensuring the child or young person feels secure and supported no matter where they are in the school environment.
Additional Resources
SMART Goals
A SMART goal is one that is specific, measurable, achievable, relevant, and time-bound. SMART goals detail how a school may work with a child or young person and their family, in order achieve a goal. They can be useful to include in a return-to-school plan.
Return to School Plan
A return-to-school plan for school avoidance would outline a structured schedule to gradually ease a child or young person back into attending school. The timetable should be flexible and adapted to individual needs, with the goal of reducing stress and helping the child or young person build their confidence to return to school.
NEPS Guidance for Primary Schools
NEPS has recently released comprehensive guides to school avoidance for Primary Schools. These outline steps for intervention in more detail and are available here:
NEPS Guidance for Secondary Schools
NEPS has recently released comprehensive guides to school avoidance for Secondary Schools. These outline steps for intervention in more detail and are available here: