In recent years, there has been a noticeable rise in school avoidance among children, prompting many families to explore homeschooling alternatives. This issue, particularly post-COVID-19, is complex and multifaceted.

In the academic year of 2022/23, research from the Children's Commissioner found that 22.3% of pupils were persistently absent from school, nearly double the 10.9% in 2018/19.

At Kids Inspire, our therapists, Helen Robins, a Child and Adolescent Psychotherapist, and Jasmine Martin, a Dramatherapist have recently observed and addressed these challenges on LBC Radio. Together they offered insights into why school avoidance is becoming increasingly common and something that they are working with children and their families more to manage.

“Our impact data from 2021-2024 shows that school engagement and attendance issues have consistently increased, from 0.3% to 3.4% of referrals.” – Clinical Impact Manager

The rising numbers of school avoidance

Since the pandemic, referrals featuring school avoidance at Kids Inspire have doubled. This increase highlights the urgent need to understand the varied root causes contributing to school refusal, which differs from child to child. As more children struggle with returning to traditional school environments, it's clear that the pandemic has left a lasting impact on their mental health and wellbeing.

How transitioning from primary to secondary school can lead to school avoidance

One of the key patterns emerging is the difficulty many children face when transitioning from primary to secondary school. Jasmine, a Dramatherapist, notes that the leap from a smaller, more contained primary environment to the larger, more demanding setting of secondary school can be overwhelming for many children. This is particularly true for those with special educational needs or those who have a history of peer relationships or bullying.

The secondary school environment, with its increased sensory stimuli and social pressures, can heighten anxiety levels, making it difficult for some children to cope. This anxiety is not new, but the pandemic has exacerbated these feelings for many students. Those who may have thrived during home schooling, or in the smaller, quieter, rigid class settings that were in place during lockdowns.

The impact of the pandemic: Increased school avoidance in children

The pandemic's disruption to regular schooling has also played a significant role in the rise of school avoidance. Helen, a Child and Adolescent Psychotherapist explains that for some children, the lockdown period provided a respite from the pressures of school. Whether they were homeschooled by parents or in a smaller, quieter school setting, these children often found these environments less stressful. As a result, returning to a full, bustling classroom post-pandemic has been a significant challenge. Especially for some who may have found they were ‘masking’ their feelings and emotions before.

Moreover, the constant exposure to social media and the academic pressures are additional stressors that children are struggling with. The safety and comfort of the home environment, coupled with the familiarity of their parents, make the idea of returning to school daunting for many.

How school avoidance increases pressure on families

The pressure on parents to ensure their children attend school regularly is immense, particularly when faced with the possibility of fines for unauthorised absences. Jasmine highlights that this pressure can strain the parent-child relationship, further increasing the child’s anxiety. It’s not uncommon for these absences to be marked as unauthorised, even when they stem from genuine mental health concerns. This adds another layer of stress for families, especially those from low socioeconomic backgrounds.

Understanding the root causes of school avoidance

To better understand and address school avoidance, it can be useful to apply the 5 ‘P’s framework:

Presenting factors: what are the current symptoms or challenges the child is facing?

1. Presenting factors: what are the current symptoms or challenges the child is facing?

2. Predisposing: are there any underlying vulnerabilities that may cause anxiety?

3. Precipitating: what could the immediate triggers or cause be? Any recent events?

• Transition from primary to secondary

• Loss/bereavement

• Changes in friendship groups or bullying?

• Returning from a prolonged absence?

3. Perpetuating: are there any factors that may maintain or worsen the anxiety?

4. Protective: what are the strengths that may support or mitigate risks?

This approach helps identify the underlying reasons for a child's anxiety and avoidance, such as sensory overload, fear of academic scrutiny, or previous negative experiences in the school environment.

This approach helps identify the underlying reasons for a child's anxiety and school avoidance, such as sensory overload, fear of academic scrutiny, or previous negative experiences in the school environment.

Helen notes that many children she meets genuinely want to return to school but feel overwhelmed by the pressures they face. She emphasises the importance of focusing on the child's strengths, such as art or other creative outlets, which can help them reconnect with their peers and regain confidence.

Avoiding the blame game: Supporting school avoidance in children

A common issue that arises is the projection of blame between parents and schools. Parents may blame schools for not accommodating their child’s needs, while schools may blame parents for not enforcing attendance. This blame culture can result in the child’s needs being overlooked. As therapists, we often carry some of these pressures ourselves, as we work to bridge the gap between parents and schools.

It’s also important to move away from the term ‘school refusal,’ which can unfairly place blame on the child. Instead, we need to focus on understanding the reasons behind their distress and work towards creating a supportive environment.

The importance of collaboration to tackle school avoidance

A recurring theme in our work is the importance of collaboration between parents and schools. When these relationships are strong, with open communication and mutual support, children are more likely to feel wanted and valued in their school environment. This, in turn, can lead to successful reintegration into the school setting.

Additionally, recent changes in Ofsted’s approach to assessing schools now include a focus on ‘inclusion.’ This shift towards evaluating how well schools are accommodating and supporting all students, rather than just focusing on attendance numbers, is a promising development.

Jasmine shared a positive example of how collaboration between a child, her friends, and the school helped ease school anxiety. The child had expressed how overwhelming it was to arrive when the school gates were busy. In response, her friends offered to meet her earlier in the morning, allowing them to walk in together before the rush. The school supported this by allowing the group to arrive early and spend time in the Deputy Head’s Office or the Reading Zone before the day officially started. This is a wonderful example of how schools and peers can work together to understand and support a child's needs, making the school environment more manageable for them.

Advice for parents facing school avoidance

School avoidance can be incredibly distressing, and for those families who facing this Helen offers the following advice:

1. Communicate with the school:

 Establish a good relationship with your child’s school. Open, honest communication can lead to supportive measures such as part-time timetables or tailored support plans to ease your child back into the school environment.

2. Understand your child’s anxiety:

Sit down with your child to try and understand the root of their anxiety. This understanding is crucial in addressing their fears and helping them cope.

3. Seek professional support:

If your child is struggling to articulate their feelings, consider seeking help from a mental health professional. Therapies such as drama or play therapy can help children express their emotions in a safe, non-verbal way.

4. Access training and resources:

Kids Inspire offers trauma-informed practice training that can help parents understand the anxieties their children may be experiencing. These resources can provide valuable insights into managing anxiety and supporting children through these challenges.

5. Make your child feel valued:

It’s essential that children feel wanted and valued by their school. When schools actively support and include students in their community, it can make a significant difference in helping them return to school.

Moving forward with school avoidance support

The rise in school avoidance is a complex issue, but with trauma-informed practices and strong collaboration between schools, parents, and mental health professionals, there's hope that children struggling with anxiety can feel safe, supported, and reintegrated into school life. Helen is optimistic that with increased awareness and support, the trend of rising school avoidance can be reversed.

Conclusion

School avoidance is a complex issue with no single cause or solution. However, by understanding the reasons behind it and working closely with schools and mental health professionals, families can find ways to support their children. At Kids Inspire, we are committed to helping children and families navigate these challenges, providing the resources and support they need to ensure every child feels safe and valued in their educational environment.

-ends -

If you’re a parent/carer looking for a few ‘Do’s and Don’ts’ around school avoidance, then you are in luck. Please find a selected few from our team of specialists below:

Do…

…talk to the school at the first sign of any reluctance

…ask yourself, your child, and the school if there are any reasons or triggers for this

…provide a daily calm and quiet preparation for school, including the journey

…take your child to your GP for support or signpost. Schools are limited until a formal diagnosis has been made

…work with the school to see if any collaborative steps can be taken to reduce school-related anxiety for example; an earlier school arrival, or a quiet space to retreat to

…trust that you know your child best and follow your instinct to effecting change

and Don’t…

…drag your child into school – this is forcing them to do something against their will, and will end counterintuitively by making their anxiety worse

…expect change until the root cause has been managed. The root can vary from child to child

…be afraid, you know your child best! Speak to another invested party if the person you are dealing with is not listening to your or your child’s needs.

This blog is intended as a resource for parents and professionals alike, providing insight into the growing issue of school avoidance and offering practical advice for those facing these challenges. For more information and support, please explore the services and training available through Kids Inspire. Our peer support Voice group is open for referrals from professionals or families.