Understanding & Supporting Children & Young People with Emotionally Based School Avoidance (EBSA)

I found the book really reassuring. Mainly I realised I wasn't alone with this. The book also reassured me that my instinct that my son was not being "naughty" and is genuinely stressed and anxious about school was correct. I found the tips about keeping things calm and building going back to school slowly reassuring and useful. It gave me permission to be gentle, patient and kind, as you hear so often from people "just tell him he has to go in". I tried that approach, it doesn't work.I would like to know what I should do on the days when he wont go in? it's a balance between ensuring it feels like a school day, do work, not too much fun but equally not 'punishing' him for not going in. The book presumes your child will go in if you follow the suggestions!I'd also like to know what you do when your child does go in and then wants to come home? School and i differ on this.It does tend to focus on younger children and although there is a section on teenagers, I feel it was written more for younger children. However, so much of that is still transferable.

A good book for the present times with solid background and approaches to help EBSA pupils

Really useful resource for work in school with anxious pupils.

This book is written well, no complicated

This is an excellent book which is relevant for a wide range of educators, health and social care professionals and parents/carers. Dr Tina Rae provides a comprehensive yet accessible overview of what Emotionally Based School Avoidance (EBSA) can look like and conveys the various implications of transitions for children and young people with SEND and complex needs. The systemic nature of the difficulties associated with EBSA are helpfully addressed through an emphasis on including the young person and their caregivers in both the assessment and intervention.Checklists and top tips draw upon a range of psychological disciplines, including Cognitive Behavioural Therapy, Mindfulness and Emotion Coaching. Dr Rae clearly recognises the immense challenges posed by EBSA and offers clear frameworks to apply. These include a sample support plan to aid the young person's return to school and plans for managing anxiety at home on Sunday evening and Monday morning.A wide range of activities for young children and teenagers are provided, such as worry plans, affirmation cards, visualisation scripts and calm boxes. The practical nature of this book is its greatest strength. There are so many handouts and suggestions which can used or adapted for the specific circumstances of the young person you are working with. Dr Rae acknowledges the timeliness of promoting a better understanding of EBSA within the context of COVID-19. As schools and parents/carers respond to peaks and troughs in remote learning and various changes in daily routines, this book has arrived at just the right time.