School refusal and emotionally based school avoidance: SEND support when attendance is difficult

Families and professionals use different terms, including school refusal and emotionally based school avoidance. Neither term explains the cause on its own. Attendance difficulty can relate to unmet SEND needs, sensory load, anxiety, bullying, learning demands, health, relationships, transitions or other factors. Avoid trying to diagnose the cause from attendance alone. Build a clear picture: note what happens before school, on arrival, during particular lessons or transitions and after the school day. Include the child’s views in a way that feels safe. Ask school for a meeting with an agenda focused on barriers, immediate support, attendance expectations, named contacts and review dates. Possible adjustments may involve a trusted adult, quieter arrival, predictable routines, reduced transition load, a safe space, communication changes or adapted demands. Record what has been tried and the impact. Where distress, health or safety concerns are significant, seek appropriate health or specialist support alongside school planning. Continue to ask how learning and belonging will be protected while attendance remains difficult.