Emotional Wellbeing

Presenting barriers & challenges

• Not attending school
• Unexplained absence
• Arriving late
• Absconding from 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