Patterns of non-attendance
Regular or repeated absences from school or activities, which may be linked to anxiety, emotional distress, or difficulties coping with the school environment.
Presenting barriers & challenges
- Not attending school
- Unexplained absence
- Arriving late
- Leaving class/the school building
- Emotional responses to being in school
- Finding reasons to want/need to go home
Examples of provision and strategies
Use tools from the Leeds ESNA pack to guide discussions with the learner. This could include:
- Visual prompts (e.g., emotion thermometers, scaling questions)
- Open-ended questions to explore feelings about school
- RAG rating the school day/week to identify easier vs. harder times
- Identify and address contributing school factors such as:
- Environment (noise, crowding, transitions)
- Relationships with staff or peers
- Curriculum demands or sensory sensitivities
- Use RAG rating to pinpoint stress points and adjust timetables accordingly.
Timetable Flexibility
- Implement temporary late starts or early finishes to reduce anxiety.
- Use backward chaining to gradually increase attendance (e.g., start with end-of-day activities).
- Refer to part-time timetable guidance to ensure legal and educational compliance.
Collaboration with Parents/Carers
- Set graduated expectations for attendance and engagement.
- Ensure consistency between home and school routines.
- Share communication tools (e.g., daily check-ins, home-school diaries).
Provide small group interventions:
- Friendship groups
- Social skills training
- Nurture groups
- Use buddying or peer mentoring to support transitions and reduce isolation.
Give the learner a reason to attend:
- A responsibility (e.g., classroom helper)
- Activities aligned with interests
- Opportunities to support others
- Maintain connection even during absence: Send postcards, messages, or involve friends in outreach
- Refer to part-time timetable guidance and know when, why, and how to use these