Understanding & Supporting Emotionally Based School Avoidance EBSA Set of 3: Practical Workbook, Discussion Cards and My Attendance Journal with ideas and strategies to promote attendance

Children and young people miss school for a variety of reasons - as a response to personal, family, school or wider environmental issues. Emotionally Based School Avoidance or Refusal (EBSA) is a pattern of absence where reluctance, or refusal, to attend or stay in educational settings is rooted in anxiety or fear. Risk factors vary, and it is important to understand the reasons for poor or non-attendance. This resource provides an overview of EBSA, useful assessments and key tools to help identify and support those young people who find school attendance a struggle owing to anxiety or fear. Many children and young people - especially those with existing mental health issues have found the experience of lockdown as a result of the COVID-19 pandemic particularly stressful and increased levels of anxiety are widespread. As a result, the need to provide support for increased levels of anxiety will be ongoing. This set of 3 includes: Understanding & Supporting Children & Young People with Emotionally based School Avoidance (EBSA) Nasen Awards 2022 Shortlisted A practical user-friendly toolkit of resources providing an overview of EBSA and strategies to support return to school, with a focus on transition from primary to secondary school. This toolkit of resources will give confidence to anyone working with or looking after young people in understanding the basis for EBSA and will provide practical, helpful strategies that can be implemented by parents and school-based staff to support young people back into the learning environment. Understanding & Supporting Emotionally Based School Avoidance Discussion Cards 60 user-friendly cards with practical ideas and strategies to promote and develop children's attendance These 60 cards provide a wealth of activities designed to support a child or young person in understanding their own feelings and worries about school attendance. They will help to develop a range of self-help skills. These include how to remain self-regulated, manage stress and anxiety, become more organised and access appropriate support. My Attendance Journal Support children and young teens to develop tools and strategies to engage in or return to school Use the activity of journalling to help students to maintain their well-being and build up the resilience needed to engage in or return to school in a healthy way, enabling them to feel safe, heard and supported.

Table of Contents:
Understanding & Supporting Children & Young People with Emotionally based School Avoidance (EBSA) Understanding & Supporting Emotionally Based School Avoidance Discussion Cards My Attendance Journal

About the Author :
BA (hons) PGCE MA(Ed) Msc RSADipSpLD DipPsych ALCM Doc App Ch Ed Psy MBPS HCPC registered Child and Educational Psychologist, Author and Educational Consultant Dr Tina Rae has over 30 years' experience working with children, adults and families in both clinical and educational contexts within local authorities and specialist educational services. She is currently working as a Consultant Educational and Child Psychologist in a range of SEBD/SEMH and mainstream contexts and for Compass Fostering as a Consultant Psychologist supporting foster carers, social workers and Looked after children. She was also an Academic and Professional tutor for the Doctorate in Educational and Child psychology at the University of East London from 2010-16. She is a registered member of the Health and Care Professions Council and a full member of the British Psychological Society. Tina is also a member of ENSEC (European Network for Social and Emotional Competence) and, until recently, a trustee of the Nurture Group Network (NGN) now Nurture UK. Tina is also a member of the editorial board for the journal Emotional and Behavioural Difficulties and for the International Journal of Nurture in Education. Tina is a prolific author and has over 100 publications to date which can be accessed via Sage publications, Paul Chapman publishing, Folens publishers, Jessica Kingsley, Speechmark, Routledge, Hinton publishers, NGN and Optimus publications. She is currently working on research into staff well-being and resilience and writing 2 books on this topic including one which focuses on peer group supervision systems. She is also developing and trialling an intervention for girls who have been the victims of child sexual exploitation as part of her role as Consultant Psychologist with Compass fostering. Tina also contributes to national and international conferences and events on a regular basis including those for Giraffe Training, NurtureUK, BSA and Optimus whilst also providing training courses and consultancy on a wide range of Well Being issues and supervision for school based staff in both special and mainstream contexts and Educational Psychology services and specialist teaching services across the country and abroad. She most recently delivered a key note on staff well being and vicarious trauma resulting from working with self-harming CYP at the South East Asia Counsellors Networking Conference in Hong Kong.