Linking SEND and School Avoidance
It is becoming more widely recognised that school avoidance has a complex relationship with Special Educational Needs and Disabilities (SEND), and that it may be related to an unmet SEND. If this is the case, investigating the possible SEND is a good first step.
Children and young people who are diagnosed (or sometimes undiagnosed) with specific SEND are at increased risk of school avoidance. They may experience anxiety in relation to academic performance or being asked to engage in class activities such as reading aloud, group projects or presentations. If they perceive they are under-achieving in relation to their peers, this can result in anxiety and avoidance of school.
The possible intervention steps are outlined below. Ensure that all teachers, SNAs, and staff members have been briefed about anxiety-related difficulties, social difficulties, learning difficulties, or challenges at home.
Good Practice Tip: Working with school avoidance and SEND in a busy school environment can be difficult. If you are the designated link staff for a particular child or young person, don’t forget to check in with yourself too. Before supporting a child to regulate, think about your own regulation. Your emotional state of arousal can also impact the situation (co-regulation). Practice some of the strategies you will use with the child or young person yourself first to ensure that you are present in the moment.
Initial Steps to Consider
- Where the child or young person’s learning needs have been identified, they may need to be prioritised for interventions within the school and/or a request submitted for NEPS involvement
- A suitably resourced Student Support Plan is implemented
- Build a sensory profile for the child or young person (more guidance on how to do this is listed below)
- Consider relaxing uniform requirements where the child or young person may have sensory needs
- Explore ways technology can be used positively to aid learning and potentially make study materials more accessible/less overwhelming
- Review the classroom environment using the NCSE guidelines listed below
- Undertake a review of your school’s mental health or anxiety management programmes where available, providing the child or young person with the opportunity to learn about anxiety and how best to manage and cope.
Guidelines adapted from Meath Emotionally Based School Avoidance Toolkit (2023) with additional guidance included from CyberSafeKids.
It is important to note that unmet needs, such as diagnosis of neurodiversity or mental health issues, may result in behavioural issues that might be problematic in the school environment.
For additional guidance, refer to your school’s policy on challenging behaviour.
Additional Resources
CDI Support Pathways for Children with Additional Needs
CDI has recently published a support document for parents of children with additional needs. It brings information from several organisations into one place to help parents and caregivers navigate a complex journey.
SEND Continuum of Support Guidelines for Teachers
The Continuum of Support described in this document uses a problem-solving model of assessment and intervention in schools, made up of three distinct school-based processes that are summarised below.
National Council for Special Education
The National Council for Special Education (NCSE) was set up to improve the delivery of education services to persons with special educational needs arising from disabilities, with particular emphasis on children. The NCSE have also worked to create a new resource to assist teachers to review and make changes to their physical classroom environment that will support meaningful student participation in learning. This resource has been linked below.
NCSE Assistive Technology
The NCSE processes applications for Assistive Technology for students with special educational needs or disabilities.
NEPS Guidance on SEND
NEPS has prepared a document to assist teachers in tailoring transition supports to meet the needs of students with SEND, including students with autism, who are returning to school.
NEPS has also developed some guidance on getting started with developing a Student Support Plan (mentioned above).
Department of Education Guidance on Behaviours of Concern
Understanding Behaviours of Concern and Responding to Crisis Situations Guidelines for Schools in Supporting Students has been developed by the Department of Education as a resource for schools. The guidelines have been developed to address uncertainty for staff on how to respond when facing crisis situations where there are concerns regarding physical safety. They focus on creating inclusive environments which can respond to need and build on good practice including prevention and de-escalation.
Department of Education Guidance on Special Educational Needs in Mainstream Schools
Schools can access a series of documents to aid them in supporting children and young people with special education needs in their mainstream classes by clicking on the link below.
Sensory Profile Toolkit
This toolkit has been developed to help professionals and families understand a child’s sensory needs and develop strategies to help support those needs. It has been developed from an educational viewpoint by a range of education professionals and piloted by primary and secondary schools in North Lincolnshire.
National Parents Council (NPC)
The NPC is the only recognised representative organisation for parents of children in early, primary, and post-primary education. They have a helpline for parents and offer training and advocacy.