ATTENDANCE

As an autistic‑affirming school, we understand that Emotionally Based School Avoidance (EBSA) often stems from anxiety, sensory overwhelm or past experiences of distress. EBSA is not a choice; it is a response to a student feeling unsafe or unable to cope, and this understanding underpins our approach.

Our practice is rooted in a trauma‑informed framework, recognising the impact of lived experiences on a student’s ability to engage with school. We use CPI (Crisis Prevention Institute) principles and techniques to promote emotional regulation, prevent escalation and ensure dignity, safety and respect in all interactions.

To ensure consistency and clarity of support, we follow a structured EBSA flow diagram, which you can see attached. This guides our graduated response, from early identification and assessment through to targeted intervention and review. The flow diagram ensures that decisions are purposeful, evidence‑informed and centred on the individual needs of the student, while promoting collaboration between staff, families and external professionals.

We place the student firmly at the centre of this process, taking time to understand their autistic profile, strengths, triggers and protective factors. Adjustments are made thoughtfully to reduce sensory overload, increase predictability and provide appropriate flexibility. Strategies may include phased returns, reduced or adapted timetables, access to safe spaces, trusted adults and targeted pastoral or mental health support.

By following a clear, compassionate and holistic approach, guided by our flow diagram, we aim not only to improve attendance but to ensure every student feels safe, understood and empowered to engage with school in a way that is right for them.