School refusal can occur for a variety of reasons and may be influenced by factors such as anxiety, unmet needs, special educational needs and disabilities (SEND), or wider experiences outside or within school. 

At the earliest signs of school refusal, it is advisable to speak with both the educational setting and the child or young person’s GP. 

A meeting with the educational setting can provide an opportunity to share information about how the child or young person is feeling, explore potential contributing factors, and discuss what support may be needed. These discussions can help determine how the child or young person may best be supported and, where appropriate, how they may be supported to re‑engage with education. 

Sharing relevant information with the place of learning can help staff better understand your child or young person’s situation and consider how best to support them. Keeping in regular contact with the place of learning allows everyone to work together and helps make sure the right support is in place, when it is needed. Engaging with relevant professionals can be an important first step in understanding needs and considering support options.  

In some cases, the GP may feel that a referral to CAMHS (Children and Adolescent Mental Health Services) is appropriate. 

If a child or young person has an Education, Health and Care Plan (EHCP) or is receiving support at SEN Support level, the following actions may also be helpful: 

  • Speak with the child or young person’s EHCP coordinator (where applicable) 

  • Consider planning an early annual review of the Education, Health and Care Plan (EHCP) or review the SEN Support in place, to see if the current provision continues to meet the child or young person’s needs 

Sometimes a child or young person may find it difficult to attend school because their emotional responses feel overwhelming. This is often referred to as Emotionally Based School Avoidance (EBSA) - Emotionally based school avoidance - EBSA | Norfolk SENDIASS 

Child or young person’s voice 

Listening to the child or young person’s views is an important part of understanding school refusal. This may include talking with them about what is working well, what they find challenging within the educational setting, and what they feel might help improve the situation. 

Giving time and space for the child or young person to share their experiences can help identify worries, challenges, or specific triggers. Their views, wishes, and feelings should play a central role in discussions about support , and form the starting point for planning next steps. 

What is the cause of School Refusal?  

When there are concerns that a child or young person’s difficulty attending a place of learning may be linked to possible/or Special Educational Needs (SEN), it can be helpful to discuss these concerns with the educational setting.  

In many cases, this conversation may be most appropriately held with the place of learnings Special Educational Needs Coordinator (SENCO). The SENCO can support discussions about potential next steps, including whether further assessment may be appropriate and how support could be assessed, planned and reviewed.  

Understanding the reasons behind school refusal is not always straightforward.  

Whether or not a child or young person has identified Special Educational Needs, it can be difficult to sometimes determine the true cause.    

While patterns of behaviour or attendance may indicate new areas of need, school refusal may also be influenced by factors beyond Special Educational Needs. Taking a wider view of what is happening in a child or young person’s life can help develop a clearer understanding and guide appropriate support.  

All behaviour, including school refusal, can be viewed as a way for a child or young person to communicate how they are feeling or what they may be finding difficult. As such, this may indicate the need for further understanding, assessment, and planning of appropriate support within the educational setting.  

It is important to note that a child or young person does not need a formal diagnosis of special educational needs to access support. The code of practice states that an educational setting should “use their best endeavours to make sure that a child with SEN gets the support they need.” This means they should be doing everything they can to meet the needs of a child.  

You may also find it useful to review the educational setting’s SEN Information Report, which explains how the school identifies and supports pupils with special educational needs. This is usually available on the school’s website, often within the school policies section. If you are unable to locate this online, you can request a copy directly from the school or educational setting.