2023
DOI: 10.1111/1467-8578.12497
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Emotionally based school non‐attendance: Development of a local authority, multi‐agency approach to supporting regular attendance

Shannon Corcoran,
Catherine Kelly,
Caroline Bond
et al.

Abstract: According to Government guidance in the UK, improving attendance is everyone's business. This article sets out the work of one local authority to develop their own multi‐agency approach to reduce rates of emotionally based school non‐attendance. The Research and Development in Organisations model provided a structure for the action research process, which consisted of cycles of action and reflection, including awareness raising, reflections on current practice, and the integration of stakeholder views, resulti… Show more

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Cited by 2 publications
(1 citation statement)
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“…For the most persistent cases of EBSA, where tailored, co-produced action plans are not effective in supporting a return to school, the involvement of outside agencies is likely to be necessary (Tier 3 intervention). In England, educational psychology services have developed intensive programmes to address EBSA in the post-pandemic context, prioritising feelings of psychological safety and nurturing relationships at school (e.g., [105,106]). Additionally, alternative educational provision can ensure that learning continues when a pupil has been absent from mainstream school for lengthy periods.…”
Section: Addressing Emotionally Based School Avoidance With Young Peoplementioning
confidence: 99%
“…For the most persistent cases of EBSA, where tailored, co-produced action plans are not effective in supporting a return to school, the involvement of outside agencies is likely to be necessary (Tier 3 intervention). In England, educational psychology services have developed intensive programmes to address EBSA in the post-pandemic context, prioritising feelings of psychological safety and nurturing relationships at school (e.g., [105,106]). Additionally, alternative educational provision can ensure that learning continues when a pupil has been absent from mainstream school for lengthy periods.…”
Section: Addressing Emotionally Based School Avoidance With Young Peoplementioning
confidence: 99%