An exploration of approaches to supporting young people experiencing emotionally based school avoidance (EBSA) in a social, emotional and mental health (SEMH) school

School absence is a growing concern, particularly absence related to emotional factors. This small-scale, preliminary research explored perspectives on approaches taken by a social, emotional and mental health (SEMH) school to support young people experiencing emotionally based school avoidance (EBSA). The educational psychology service (EPS) provided a whole school pilot programme consisting of a training webinar and three, termly, bespoke, solution-focused coaching sessions delivered to teachers and teaching assistants. Six staff and one student participated in semi-structured interviews following programme completion to understand the impact of developments in the school’s approach. The interview data were analysed using conventional content analysis and the researcher’s research journal, a record kept throughout the research process, informed the analysis. Seven overarching themes were identified which highlighted the importance of the shift in whole school attendance culture, a holistic approach and the flexibility of response afforded within this specialist setting. Limitations of the research are discussed; and tentative implications for future research and practice are suggested.