Attendance, EBSA & Belonging in Schools
Attendance is one of the strongest indicators of pupil outcomes. Yet, settings are increasingly seeing a rise in emotionally based school avoidance (EBSA), persistent absence, and complex anxiety-driven non-attendance, presenting a growing challenge for educators in balancing accountability, wellbeing, and safeguarding.
Introducing Attendance, EBSA & Belonging in Schools
This EdWell session unpicks the reality behind attendance data and offers practical, DfE-aligned strategies to support reintegration and early intervention. Learn to identify the underlying drivers of persistent absence, handle sensitive family conversations, and build compassionate, whole-school approaches that improve attendance without escalating distress. This includes the EdWell Attendance & EBSA Toolkit.
Why this training matters
Transitions are a significant challenge for many children and young people. Whether this is moving between lessons, starting school, changing year groups, moving from primary to secondary, returning after absence, or transitioning through different emotional states during the school day, moments of change can increase anxiety, dysregulation and challenging behaviour.
Effective transition support is not simply about managing behaviour; it is about understanding why behaviour changes during periods of uncertainty and how schools can create predictable, relational environments where pupils feel safe, connected and ready to learn.
Why Schools Need This Training
Schools need practical solutions to help staff answer:
Why is this pupil struggling to attend?
Understanding:
anxiety
unmet needs
relationships
experiences of school
How do we support pupils without increasing anxiety?
Developing:
relational conversations
graduated reintegration plans
family partnerships
emotionally safe environments
How do we move from attendance compliance to attendance connection?
Creating:
belonging
trust
inclusion
positive relationships
Test your knowledge
What "growing challenge" do educators face when dealing with rising rates of EBSA and persistent absence?
What is the primary goal of exploring EBSA through a practical, school-based lens?
Which types of factors are identified as affecting attendance that educators should seek to understand?
To understand this topic in more depth, join our EdWell Session.
Understanding Attendance, EBSA & Belonging in Schools
The core concept of this training is to provide a practical, school-based approach to managing attendance and Emotionally Based School Avoidance (EBSA). It focuses on balancing the professional accountability required by the Department for Education (DfE) and Ofsted with a compassionate, wellbeing-led response to pupils who struggle to attend school. Also, to shift school culture from an administrative view of attendance to one that views it as a safeguarding and well-being challenge
Understanding Underlying Needs: Instead of simply focusing on attendance data or labels, educators need to move toward understanding the emotional, social, and environmental factors that drive persistent absence
Balancing Accountability and Support: Schools remain aligned with national inspection priorities while effectively supporting pupils without escalating their distress
Whole-School Strategy: A major focus is placed on building consistent, whole-school approaches and early intervention strategies to address EBSA trends before they become entrenched
The Educational Challenge:
Attendance has become a national priority, with schools facing increased levels of persistent absence following the pandemic.
Many schools are now supporting pupils experiencing:
Emotionally Based School Avoidance (EBSA)
anxiety around attending school
difficulty separating from caregivers
sensory overwhelm
unmet SEND needs
friendship and belonging challenges
reduced confidence after periods of absence
fear of failure or academic pressure
For these pupils, attendance difficulties are often not a choice or a behavioural issue; they indicate that a child is experiencing a barrier that needs to be understood and addressed.
Ofsted: Behaviour and attitudes expectations
Attendance and belonging connect directly to Ofsted priorities.
Leadership and Management
Ofsted expects leaders to:
Identify barriers to learning
Support vulnerable pupils
Monitor attendance effectively
Ensure pupils receive appropriate support
Behaviour and Attitudes:
Schools should ensure pupils:
Attend regularly
Engage positively
Develop confidence and resilience
Personal Development:
Schools should provide opportunities for pupils to:
Develop emotionally
Build positive relationships
Feel part of the school community
Training relevance:
This course supports schools develop a proactive attendance culture aligned with inspection expectations
Useful tools and resources to support
To support student wellbeing, schools can access a variety of external resources and mental health guidance tailored for attendance, EBSA and Belonging.
Resources & Interventions for Teachers and School Staff
Purpose: to plan and prioritise interventions in consultations.
Evidence-based tool that enables exploration of pertinent risk and resilience factors across three key areas.
Anxiety (attendance) and Emotionally Based School Avoidance (EBSA)
Purpose: Understand the relationship between mental wellbeing and non-attendance and support children and young people in your setting.
Emotionally Based School Avoidance Toolkit
Purpose: help identify underlying reasons for children and young people’s experiences of emotionally-based school avoidance, and to outline the type of support that is required.
Self Help Resources
Purpose: To help primary and/or secondary pupils according to age, stage and individual needs with anxiety and EBSA.
