Teach-Secondary-14.1

MEETTHE SPEAKER “I’ve seen schools bombarded with calls from parents” Name: Kelly Hannaghan Role: Mental health and wellbeing consultant and director of Mind Work Matters (mindworkmatters.com ) Session: ‘Out of the shadows: Conquering the hidden challenge of Emotionally Based School Avoidance’ 23rd Jan, 11:15-11:45am, Teaching & Learning area What can you tell us about the session you’ll be presenting? I’ll be discussing emotionally-based school avoidance (EBSA), though it can also be referred to as ‘school refusal’. It’s a condition whereby a child or young person has severe difficulty attending school due to emotional distress. Unlike truancy – which tends to involve deliberate absenteeism with or without parent/carer knowledge – EBSA typically occurs with the knowledge of caregivers, and is rooted in underlying emotional and psychological challenges. Right now, we’re seeing a huge rise of EBSA right across the education sector. EBSA is often seen as a post-COVID phenomenon – had you observed the condition before then? I’ve been closely observing EBSA for many years, both prior to and post- pandemic. The increase in EBSA-related issues is, I think, down to the fact that there’s greater awareness around what the condition is. Another term previously used was ‘anxiety-based school avoidance’, but we know now that it doesn’t just stem from anxiety, but can be due to multifaceted reasons. Many of those factors were, however, exacerbated by COVID-19 – which, combined with greater awareness and understanding around EBSA, is why it’s now being recognised much more widely across the education sector.We also know that year on year, we’re seeing increased mental health challenges. Currently, around one in five children and young people are likely to have a probable mental health condition. Shifting parental attitudes during the pandemic, and changes in how people see the value of education are also contributing towards EBSA.When all that is combined with socioeconomic pressures and reduced trust in the availability of education support, it makes families more reluctant to prioritise school attendance. In what ways are schools successfully tackling the challenges presented by EBSA? Many schools are using psychologically informed approaches to look for signs of distress, listen to those students and families affected and then provide links to appropriate resources. Early identification and communication is key.When I’m working with schools, be it through consultancy or training, the most positive case studies are those where schools are working very closely with parents and caregivers to identify warning signs of EBSA early on. Even before getting to that stage, though, effective preventative measures would include EBSA awareness training for staff, workshops for parents and increased understanding of how to manage stress and anxiety effectively among students. The schools faring best in EBSA strategies are the ones developing those strong links with families and their local communities. What should schools be doing in response to those wider shifts in parental attitudes towards school education? Working alongside the NAHT, I’ve seen schools being bombarded with calls from parents who are aggressive or somehow dissatisfied with their school’s offer, and real struggles around gaining parental buy-in.What we must remember is that parents are often the product of their own environment. In my opinion, parental capacities have changed. In the work I’m doing, I’m seeing the growth of a more ‘submissive’ style of parenting, because parents are so worried about their children experiencing mental health difficulties that they’re slipping into a style of parenting that sets fewer boundaries. And yet, we know that boundaries keep young people safe.When we’re working with parents and carers, I’ll always keep in mind the fact that they’ll have had their own personal experiences of school. If those experiences were negative, then they may not see the value of education as easily. To what extent are the EBSA rates we’re now seeing a ‘new normal’? We should always hold on to the hope that EBSA rates will eventually decrease. That’s still the ultimate goal, but we must be mindful of how the education landscape is always changing. I myself wonder what the future of education is going to look like with further integration of AI, and whether we’re going to be moving more towards a permanent hybrid form of education for young people in the long term. I think many of the young people I work with would feel more comfortable with that approach, especially those affected by anxiety. I would, however, caveat that by pointing out how the thing we really need more of is human connection, because connecting with other people is what increases our dopamine levels.We all need to to recognise that ESBA is very much on the rise, and likely here to stay – but also that it’s vital to get in early, and do that preventative work. And that starts with building up the knowledge and confidence of our educators. 41 teachwire.net/secondary I N A S S O C I AT I O N W I T H