• Avoidance of a difficult situation or conflict.

• Sending a signal that they need help, are struggling or are 'at risk’ in some way.

• Overwhelmed by home or family issues (divorce, separation, violence, drugs)

• Psychologically distressed (anxiety, depression, fear of failure, criticism)

• Feeling like they are at a point of no return (‘At the end of their ‘tether’).

• Bored, disaffected or perceived irrelevant curriculum

• Behind with school work (or struggling. SEN / Literacy)

• Unwell with diagnosed or undiagnosed medical complaint

• Parents with a negative school experience who reinforce school as a negative environment.

• Parents who encourage or do not discourage absence.

• Peer pressure to miss school.

• Attends a school with low pupil expectations.

(Reid, 2014)(11)

Some reasons why children start skipping school

Children are more likely to do well at school if they;

• Have a greater belief in their own ability at school.

• Believe that events result primarily from their own. behaviours and actions (self-responsibility).

• Find school worthwhile.

• Think it is likely that they can achieve.

• Avoid risky behaviour.

• Do not experience bullying.

(University of Bristol, 2010)

for Joseph Rowntree Foundation

Reasons why children are more likely to do well at school

Basic school strategies

Coaching and emotional support: The use of evidence-based support (such as ACT) can help children manage anxiety, develop coping strategies, and reframe those negative thoughts and feelings related to the avoidance. Techniques such as cognitive restructuring/reframing and relaxation training can be effective in reducing anxiety-related school avoidance (Heyne et al., 2007)(3).

Individualized Education Plans (IEPs): For children with diagnosed (or suspected) mental health or learning disorders, IEPs can provide necessary accommodations and support to ensure a more valuable school experience.

Positive Reinforcement: Recognition and acknowledging the child's efforts and successes. Positive reinforcement can motivate them to overcome their avoidance behaviour. They need to remember and believe that they can do it. Self-belief is very important in overcoming our challenges.

Anti-Bullying and Safeguarding Initiatives: Children need to feel safe. Schools need to implement and consistently follow through on their Bullying and Safeguarding Policies. Failure to do so renders those Policies as little more than meaningless bits of paper (that the school has adopted to keep the DfE and Ofsted happy). A safe and inclusive environment will reduce the need for avoidance. Implementing anti-bullying measures, promoting positive peer relationships, and providing academic support can contribute to reducing avoidance behaviours (Kearney & Albano, 2007)(7).

Early Identification: Schools and parents should be vigilant in identifying signs of avoidance, such as frequent complaints of physical symptoms before school, excessive absenteeism, or emotional distress. Identifying and addressing avoidance behaviors early can prevent the development of more entrenched patterns (Egger & Angold, 2006)(1).

Open Communication: Children need to feel safe and listened to. Their fears, worries and feelings need to be heard and acted upon (particularly when it comes to bullying and feeling safe).

Collaboration: Schools, families, and professionals should collaborate closely to develop a tailored intervention plan that addresses the child's specific needs. Open communication and collaboration between parents, teachers, and school counsellors are crucial for understanding and addressing the child's needs (Kearney, 2008)(5).

Gradual Exposure: Generally (but not always!) gradually increasing exposure to challenging situations will increase confidence and comfort. Gradual reintroduction to school through a step-by-step approach can help de-sensitise children to anxiety-provoking situations (Kearney, 2016)(6).

Bringing it all together...

In short, children attend school and engage better when;

• They have confidence in their abilities and believe they can achieve.

• They understand what is going on in lessons and have the right support to be able to do the work.

• They recognise that there is value for them in attending and engaging with school (even when it seems challenging).

• They feel safe and comfortable in school.

• Their minds are free of emotional distractions and worries.

Schools should be looking to encourage and support their children in developing;

• A sense of self-belief and confidence in their ability.

• Motivation and recognition of the value of being at school.

• A sense of safety and being supported.

Thanks for not taking the easy option and AVOIDING doing something about this growing problem.

The benefits for schools in fostering a more proactive, safe and supportive learning environment;

• You save time, energy and resources.

• You develop better relationships with your children and families.

• You get attendance, attainment and exclusion numbers that you are happier with.

• Most importantly, you gift a happier and more valuable educational experience to your children.

Work at these and when your children find it hard or uncomfortable to be in school, you don't make it quite so easy for them to avoid.