Emotionally Based School Avoidance (EBSA) describes when a child or young person struggles to attend school because of anxiety, sensory overwhelm, trauma, unmet neurodivergent needs, or a combination of these factors. Early identification, a strengths‑based graduated response (Assess, Plan, Do, Review — APDR) initiated by schools together with a carefully staged reintegration plan are central to...
For many SEND families, there comes a moment when school is no longer accessible whether due to unmet needs, emotional distress, or unlawful part-time timetables. That’s when Section 19 of the Education Act 1996 becomes critical.
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