Children should feel they can influence their education and school life
It is important that pupils feel listened to and have control over their lives. Empowering pupils to have agency in decisions about their school life can be crucial to their sense of well-being.
When students are involved in decision-making processes, they feel valued and respected, which can enhance their motivation and engagement in learning. This can be especially important for pupils who are experiencing emotionally based school avoidance (EBSA), who can feel that many aspects of their school experience are out of their control.
Supporting a child to talk and share their views
Pupils who experience EBSA can often find it difficult to speak about school for several different reasons. Anxiety about school can be overwhelming, making it difficult for them to articulate their feelings. Pupils with EBSA may also struggle with identifying and expressing their emotions, particularly if they have not developed the necessary coping strategies. For some pupils, such as those who are neurodivergent, additional needs related to social and sensory challenges can add additional layers of anxiety, further complicating their ability to communicate their school-related worries.
When working with a pupil to gain their views and understand any worries they may have, it is important to:
- Not dismiss any anxieties or worries that the pupil may have.
- Empathise with them, validating their feelings.
- Consider the pupil’s age and level of understanding.
- Think of different ways to support the child to effectively give their views and use a variety of strategies such as talking, drawing, use of questionnaires or card sort activities.
Some pupils are happy to talk about the things they find hard, but others can find this difficult. If a pupil is finding it difficult to speak directly you could try:
- Going for a walk and talking while you are moving, sometimes it is easier to talk to others when not directly looking at them.
- Using a card sorting activity, such as ‘The School Wellbeing Cards’. Some pupils can find it easier to project their feelings onto the cards and this can be a basis for further conversations.
- Using a questionnaire such as the ‘School Views Questionnaire’ can also support pupils to express views they might otherwise find difficult to put into words.
- For some pupils using drawing activities, such as the ‘Ideal School Activity’ can be a way for them to begin to express their feelings about school.
Read more information and find resources about getting children’s views.
Talking with a child’s parent carers
Some pupils may speak with a parent, carer or family member about what is worrying them. It is important to involve a child’s parents/carers in discussions and find out whether they have any concerns or know what their child may be worrying about.
Involving children in decision-making
It’s important the child feels listened to and can have an impact on their education and school life. Get the child’s view about any plans being developed around their school attendance. They may be able to tell you what they feel able and unable to do and what help they might need.
Resources
- School wellbeing: risk and resiliency cards
- School views questionnaire primary and secondary
- Risk and resiliency questions