Teach Secondary 14.4

ASK THE EXPERT Breaking the cycle of school avoidance Gareth Lucas-Howells tells us how Momenta Connect is offering schools a revolutionary solution for emotionally-based school avoidance. EXPERT PROFILE NAME: Gareth Lucas-Howells JOB TITLE: Managing Director BEST PART OF MY JOB: Developing affordable solutions to the complex challenges that schools face What are the warning signs schools should look for? Emotionally-based school avoidance (EBSA) isn’t simply a refusal to attend school; it’s the feeling of being unable to go, due to anxiety or stress. Early identification of EBSA signs – such as avoidance behaviours and physical symptoms, like stomach aches – is crucial. Recognising these indicators will allow teachers to provide timely support and prevent long-term absenteeism. What are some common EBSA triggers? EBSA often stems from multiple factors at home, at school or a combination of the two. At home, a young person may be experiencing parental physical or mental health issues, or complex life changes such as divorce or bereavement. At school, we often find that pupils are feeling overwhelmed with school work or exam pressures – or it may be that we’re dealing with unmet or undiagnosed additional needs. What difference can early intervention make? Early identification is vital for the success of any school return efforts. With the right interventions in place from the start, we can work to foster trust, reduce anxiety and provide practical ways of removing barriers for individual pupils. A gradual reintegration plan tailored to individual needs can help restore confidence and ease students back into the school environment, facilitating a smoother transition. How should schools communicate with parents regarding EBSA-related issues? It’s about using supportive, non-judgmental language to discuss concerns with pupils and parents, and not reverting to outdated ideas around ‘refusal’ and blame. Open-ended questions encourage dialogue and help students to express their feelings. Building trust through understanding and collaboration empowers students to share their challenges and seek help. What might a whole school approach to EBSA look like? By building on the strong foundations schools already foster – predictable environments, kindness and safe spaces – we see sustainable school return for pupils. Engaging families as partners in monitoring progress and developing support plans will ensure consistency, resulting in a sense of belonging. Ultimately, by taking a cohesive multi-disciplinary approach, we can help break the cycle of school absence. ASK ME ABOUT PERSONALISEDTHERAPY – which, in combinationwith live online learning, results in sustainable school return. TEMPORARYLIVE ONLINE LEARNING – delivered by experts in online teaching, and how this differs frompermanent alternative provision. THE ROLE OFREINTEGRATION SPECIALIST – and how to create a graduated, personalised and evidence-based plan for your returning pupils. EARLYASSESSMENTPROCESSES – and howMomenta 360 can identify the unique barriers to education for each pupil. momentaschoolsupport.co.uk | enquiries@momentaconnect.com PA R T N E R C O N T E N T 31 teachwire.net/secondary