What is EBSA and how is it different from truancy?

EBSA (Emotionally Based School Avoidance) is the preferred professional term for what used to be called "school refusal" or "school phobia". Unlike truancy — where a child chooses not to attend and parents may be unaware — EBSA involves genuine emotional distress. The child typically wants to attend but cannot manage the anxiety. Parents are usually aware and often struggling to get the child to school. This distinction matters because the response should be therapeutic support, not punishment.

Can I be fined if my child has school anxiety?

Technically, yes — fixed penalty notices can be issued for unauthorised absence regardless of the reason. However, DfE guidance in England (and equivalent guidance elsewhere) states that schools and local authorities should consider whether absence is due to underlying issues like anxiety or SEND before pursuing enforcement. If your child has a documented mental health condition or is awaiting CAMHS assessment, you have strong grounds to challenge any fine. Get evidence from your GP and keep records of all steps you’ve taken to address the situation.

How long can a child be on a part-time timetable?

In England, DfE guidance states that part-time (reduced) timetables should be time-limited, regularly reviewed, and have a plan to reintegrate the child to full-time education — ideally within six weeks. The school must have parental agreement and the arrangement must be in the child’s best interests. It should never be used to manage a school’s resources or as an informal exclusion. In other nations, similar principles apply but the six-week guideline is specific to England.

What should I do if CAMHS has a long waiting list?

CAMHS waiting times vary enormously — from a few weeks to over 18 months. While waiting: ask your GP about local early intervention services (often shorter waits), check if the school has a counsellor, contact Young Minds parent helpline (0808 802 5544), look into CYP-IAPT services in your area, consider charities like Place2Be or Kooth (free online counselling for 11–25s). If your child’s mental health deteriorates, go back to your GP urgently or attend A&E in a crisis.

Can the school force my child to attend full-time?

No. While parents have a legal duty to ensure education, schools cannot physically force attendance. If a child is too anxious to attend, the school has a duty of care and should work with parents on a plan. This might include a phased return, reduced timetable, or alternative provision. If the school simply marks every day as unauthorised absence without offering support, this may breach their safeguarding and SEND duties.

Is school anxiety a reason to get an EHCP?

School anxiety alone may not meet the threshold for an EHCP (Education, Health and Care Plan), but if the anxiety is linked to an underlying condition — autism, ADHD, social communication difficulties, or a diagnosed anxiety disorder — and the child needs special educational provision, then yes. Persistent non-attendance due to unmet SEN is a strong indicator that current support is insufficient. You can request a statutory needs assessment yourself (you don’t need the school’s agreement). IPSEA can advise on the process.

What is flexi-schooling and is it an option?

Flexi-schooling means your child attends school part-time and is home educated for the rest. The child remains on the school roll. It requires the headteacher’s agreement — there is no legal right to flexi-school. Some schools are open to it as a way of keeping an anxious child engaged; others refuse. In Scotland, flexi-schooling is less common but possible. It can be a helpful bridge while working on the underlying anxiety, but it’s not a long-term solution on its own.

When should I consider home education?

Home education (elective home education / EHE) is a legal right in all four UK nations. It may be worth considering if: the school has been unable to meet your child’s needs despite reasonable efforts, your child’s mental health is seriously deteriorating, or you believe the school environment itself is the problem. However, deregistering is a significant step — you lose the school place and the LA’s duty to provide education transfers to you. See our Home Education guide for full details. Consider whether the anxiety might follow your child into any educational setting.

What alternative provision is available?

Alternative provision (AP) includes pupil referral units (PRUs), hospital schools, online academies, and specialist units for children with SEMH (social, emotional, and mental health) needs. The local authority has a duty to arrange suitable education for children who cannot attend school due to illness (which includes mental health conditions). If your child has been out of school for 15+ days, the LA should be considering AP. You can also request a referral. AP should be a stepping stone, not a permanent placement, unless it’s meeting the child’s needs well.

My child was fine before COVID — is this normal?

Yes. Post-pandemic school avoidance has increased significantly across the UK. The disruption to routines, extended time at home, and heightened anxiety during lockdowns affected many children who had no prior attendance difficulties. NHS data shows a sharp rise in children’s anxiety referrals from 2020 onwards. Your child is not alone, and this is a recognised pattern. The good news is that with the right support, most children can gradually return to school — but it often requires a patient, phased approach rather than a sudden "just go back" expectation.

School Atlas

Choose area

Parent Guide

School Anxiety & Refusal (EBSA)

Between 1–2% of children experience Emotionally Based School Avoidance at any given time — and the numbers have risen sharply since COVID. If your child can’t face school, this guide explains what’s happening, what schools must do, and how to get the right support.

20–25 min readAll UK nationsUpdated April 2026

Key facts

EBSA (Emotionally Based School Avoidance) is the preferred term — "school refusal" implies choice where there is distress.
1–2% of school-age children experience EBSA at any time; post-COVID referrals have increased by over 50% in many areas.
Schools can offer part-time timetables, but in England these should be time-limited (typically 6 weeks maximum) with a clear plan.
DfE guidance says schools and LAs should consider underlying anxiety and offer support before pursuing fines — if they haven’t, you have strong grounds to challenge.
CAMHS waiting times average 6–18 months — ask your GP about early intervention services while you wait.

1–2%

Of children affected by EBSA at any time

1.7m

Persistently absent pupils in England (2023/24)

50%+

Rise in anxiety referrals since 2020

6–18mo

Average CAMHS waiting time

Crisis support

Childline: 0800 1111 (free, 24/7) • Young Minds crisis text: text YM to 85258 • Samaritans: 116 123 (24/7) • NHS 111:if you’re worried about your child’s immediate safety.

What Is EBSA?

Emotionally Based School Avoidance (EBSA)is now the preferred term among professionals, replacing older labels like “school refusal” and “school phobia”. The language matters: “refusal” implies a deliberate choice, when in reality the child is experiencing genuine emotional distress that makes attending school feel impossible.

EBSA is not truancy

A truanting child typically hides their absence from parents, may be out with peers, and there’s often no distress about school itself. A child with EBSA is usually at home, parents are aware and often desperate to help, and the child shows visible anxiety or distress. The underlying mechanisms are completely different, and so the response must be different.

It’s a symptom, not a diagnosis

EBSA is a description of behaviour, not a clinical diagnosis. It can be driven by anxiety disorders, autism, ADHD, depression, trauma, bullying, or a combination of factors. Understanding the root cause is essential — treating the symptom (non-attendance) without addressing the cause rarely works. This is why a “just make them go” approach so often fails.

Rising numbers since COVID

Persistent absence (below 90% attendance) in England rose from around 10.9% pre-pandemic to over 22% in 2022/23, before settling at around 20% in 2023/24. While not all persistent absence is EBSA, referrals to CAMHS for school-related anxiety have increased by over 50% in many areas. This is not a niche problem — it affects hundreds of thousands of families.

Signs to Watch For

EBSA often starts gradually. A child may seem “a bit reluctant” before it escalates to full non-attendance. Early intervention is key — the longer the avoidance continues, the harder it becomes to reverse.

Physical symptoms

Headaches, stomach aches, nausea, dizziness, fatigue, or feeling "ill" every school morning. Symptoms often disappear at weekends and during holidays.

Avoidance behaviours

Refusing to get dressed, hiding, locking themselves in a room, running away from school, clinging to a parent at the school gate, taking longer routes, repeated lateness.

Emotional changes

Crying, panic attacks, angry outbursts (especially Sunday evenings and Monday mornings), withdrawal, low mood, sleep disturbance, loss of appetite, expressing fear or dread about school.

Social withdrawal

Pulling away from friends, refusing invitations, avoiding phone calls or messages from classmates, reluctance to discuss school, isolating at home.

Academic decline

Falling grades, incomplete homework, disengagement from subjects they previously enjoyed, inability to concentrate, loss of motivation.

Key warning sign

The “Sunday evening pattern” — if your child becomes visibly anxious, tearful, or unwell every Sunday evening or Monday morning, and symptoms vanish during holidays, school-related anxiety is almost certainly the cause.

Common Triggers

EBSA rarely has a single cause. Most children are affected by a combination of factors. Understanding the triggers helps shape the response.

Bullying or social difficulties

The most common single trigger. Includes physical bullying, social exclusion, cyberbullying, and friendship breakdowns. Children may not disclose bullying directly.

Transition anxiety

Moving from primary to secondary school, changing schools mid-year, or returning after a long absence. The jump to Year 7 is a particularly high-risk period.

SEN / unmet learning needs

Undiagnosed or unsupported dyslexia, ADHD, autism, or other learning differences. The child feels overwhelmed, embarrassed, or unable to keep up. Masking in school leads to exhaustion.

Academic pressure

Fear of failure, perfectionism, test anxiety (especially around SATs, GCSEs), and pressure from school or home to perform. Gifted children can also be affected.

Separation anxiety

More common in younger children but can persist into secondary. Often linked to a parent’s illness, family breakdown, bereavement, or a previous traumatic separation.

Bereavement or family change

Death of a family member, parental divorce, a new sibling, moving house, or a parent’s mental health difficulties can all destabilise a child’s sense of safety.

Sensory overload

For autistic children or those with sensory processing differences: noise, crowds, lighting, uniform fabric, or the unpredictability of the school environment can be overwhelming.

COVID-19 legacy

Lockdowns disrupted routines, normalised being at home, and increased anxiety. Many children who were fine before 2020 developed school avoidance during or after the pandemic.

4-Nation Legal Framework

Attendance law differs across the UK. Crucially, all four nations recognise (to varying degrees) that enforcement is not appropriate where absence is driven by anxiety or unmet needs.

England

Attendance duty: Parents have a legal duty to ensure their child receives a suitable education (Education Act 1996, s.7). Schools must keep an attendance register and report persistent absence (below 90%) to the local authority.

Fines & enforcement: Fixed penalty notices of £160 per parent per child (reduced to £80 if paid within 21 days) from August 2024. A national framework now limits fines to two per parent per child per rolling three-year period before prosecution. Prosecution can result in fines up to £2,500 or imprisonment.

Key points: DfE guidance "Working together to improve school attendance" (2022, updated 2024) emphasises a "support first" approach. Schools must consider whether absence is due to anxiety or SEND before pursuing enforcement. Education Supervision Orders are an alternative to prosecution.

Wales

Attendance duty: Similar parental duty under the Education Act 1996. Welsh Government guidance emphasises a welfare-first approach. Schools use the All Wales Attendance Framework.

Fines & enforcement: Fixed penalty notices of £120 (reduced to £60 if paid within 28 days). Local authorities can prosecute, but the Welsh Government has signalled a move towards support over punishment for anxiety-related absence.

Key points: The Additional Learning Needs and Education Tribunal (Wales) Act 2018 replaced the SEN framework. Children with ALN who cannot attend due to anxiety should have their needs addressed through an Individual Development Plan (IDP).

Scotland

Attendance duty: Parents have a duty to provide education (Education (Scotland) Act 1980, s.30). Scotland distinguishes between "truancy" (unauthorised absence without parents’ knowledge) and "non-attendance" which includes school refusal.

Fines & enforcement: Scotland does not use fixed penalty notices for non-attendance. Instead, the local authority may refer the case to the Children’s Reporter, who can convene a Children’s Hearing. The focus is on the child’s welfare under GIRFEC (Getting It Right For Every Child).

Key points: The GIRFEC framework means school avoidance is treated as a wellbeing concern, not primarily a disciplinary or legal matter. A Named Person (usually head teacher or health visitor) coordinates support. ASN (Additional Support Needs) legislation may apply.

Northern Ireland

Attendance duty: Parents must cause their child to receive education (Education and Libraries (NI) Order 1986). The Education Welfare Service (EWS) monitors attendance and supports families.

Fines & enforcement: Fixed penalty notices of £120 (£60 if paid within 28 days). Prosecution is possible but rare for anxiety-related absence. The EWS typically prioritises welfare intervention.

Key points: Northern Ireland’s SEN framework is being reformed. The Education Authority provides specialist support including home tuition for children unable to attend school due to anxiety. CAMHS waiting times in NI are among the longest in the UK.

What Schools Must Do

Schools have legal duties to support children with attendance difficulties. A school that simply marks absences as unauthorised without offering support is not meeting its obligations.

Attendance policies

Every school must have an attendance policy. DfE guidance (England) expects schools to have a “support first” approach, identifying barriers to attendance and working with families before considering enforcement. The school should have a senior attendance lead and clear procedures for when attendance drops.

Reasonable adjustments

Under the Equality Act 2010, schools must make reasonable adjustments for disabled children (anxiety disorders and autism are covered). This can include: a quiet space, modified timetable, altered start times, access to a trusted adult, sensory accommodations, exam access arrangements, and a written support plan. If your child has (or may have) a disability, the school cannot simply insist on full-time attendance without adjustments.

Part-time timetables

Schools can offer a reduced (part-time) timetable as a temporary measure to support a phased return. In England, DfE guidance says these should typically last no more than 6 weeks, be regularly reviewed, have a clear plan for increasing hours, and require parental consent. The child should be marked as attending (not absent) for the sessions they’re not required to attend. A part-time timetable should never be used as an informal exclusion or to manage workload.

SEND assessments

If a child’s attendance difficulties suggest unmet special educational needs, the school should assess and provide SEN support. If SEN support isn’t working, either the school or the parent can request a statutory needs assessment (EHC needs assessment in England, IDP in Wales). Persistent non-attendance due to anxiety is itself evidence that needs are not being met.

Parent Action Plan

A step-by-step guide to getting the right support for your child. Don’t wait for the school to act — be proactive.

1. Acknowledge the anxiety

Don’t dismiss it as laziness or attention-seeking. Anxiety-based school avoidance is a genuine distress response. Say: "I can see you’re finding school really hard right now. Let’s work out what’s going on together."

2. Keep a log

Record every day: what happened, what symptoms appeared, what your child said, whether they attended and for how long. Note any patterns — worse on certain days, after certain lessons, or around particular people. This log is essential evidence.

3. Talk to the school

Request a meeting with the class teacher, form tutor, or SENCO. Share your log. Ask what the school has noticed and what support is available. Be specific: "My child has missed 12 days this term and has stomach aches every Monday morning."

4. Request an assessment

If you suspect SEN/SEND, request a statutory needs assessment from the local authority (England), or equivalent in your nation. If your child already has an EHCP/IDP, request an emergency annual review. The school should also screen for learning difficulties.

5. Ask about adjustments

Schools can offer: a reduced timetable (part-time), a safe space or "time out" card, altered start/end times, a trusted adult check-in, modified uniform, exam access arrangements, and a phased return plan. These should be documented in writing.

6. Seek medical support

Visit your GP. Explain the pattern of symptoms and school avoidance. Ask for a referral to CAMHS (Child and Adolescent Mental Health Services) or local emotional wellbeing service. A GP letter documenting the anxiety can be important evidence for the school and LA.

7. Explore therapy options

While waiting for CAMHS (waits can be 6–18 months), consider: school counsellor (free), IAPT/CYP-IAPT services, charities like Young Minds or Place2Be, or private CBT (cognitive behavioural therapy) if affordable. CBT has the strongest evidence base for school-related anxiety.

8. Escalate if needed

If the school isn’t providing support: put concerns in writing to the headteacher, then governors, then use the formal complaints procedure. Contact the local authority’s SEND team or attendance team. Seek advice from IPSEA or SOS!SEN (England), SNAP Cymru (Wales), Enquire (Scotland), or SENAC (NI).

CAMHS & Mental Health Support

Child and Adolescent Mental Health Services (CAMHS) is the NHS pathway for children’s mental health. Access is usually via GP referral, though schools and other professionals can also refer.

The referral process

Visit your GP with your log of symptoms and school absence. Ask for a CAMHS referral. Be specific: “My child has missed X days of school in the last term due to anxiety. They experience [symptoms]. I would like a referral to CAMHS for assessment.” Some areas have single-point-of-access services where you can self-refer — ask your GP.

Waiting times

The NHS target is 18 weeks from referral to treatment, but in practice waits of 6–18 months are common. Some areas have waits of over two years for neurodevelopmental assessments (autism/ADHD). Northern Ireland and parts of Wales have the longest waits. While waiting, ask about: early intervention teams, school-based mental health teams (Mental Health Support Teams cover about 35% of schools in England), and voluntary sector services.

What treatment looks like

The most evidence-based approach for school-related anxiety is CBT (Cognitive Behavioural Therapy), often combined with a graded exposure plan (gradually increasing time in school). Family therapy may be offered if family dynamics are a factor. Medication (typically SSRIs) is sometimes considered for severe anxiety, but only alongside therapy and usually for children aged 12+. The NICE guideline for anxiety in children (CG159) recommends CBT as the first-line treatment.

Alternative Options

When mainstream school isn’t working, there are other paths. Each has trade-offs.

Alternative provision (AP)

The local authority has a duty to arrange suitable education for children who cannot attend school due to health reasons (including mental health). This includes pupil referral units (PRUs), specialist SEMH provisions, and online learning platforms. If your child has been out of school for 15+ school days, ask the LA what provision is available. AP should be a bridge back to mainstream or a stepping stone to the right long-term placement.

Flexi-schooling

Part school, part home education. Your child remains on the school roll but attends part-time, with the rest of their education delivered at home. This requires the headteacher’s agreement — there is no legal right to it. Some schools welcome the arrangement; others refuse. It can reduce anxiety by limiting exposure while maintaining social connections and structure. Sessions not attended should be marked as “educated off-site”, not absent.

Elective home education (EHE)

Parents in all four UK nations have the legal right to home educate. You do not need the school’s permission or the LA’s approval (though you should inform the school in writing). This is a significant decision: you lose the school place, take on full responsibility for education, and the LA has limited duty to support you. For some children with severe EBSA, it provides the breathing space needed to recover. See our Home Education guide for full details.

Changing schools

Sometimes the school environment itself is the problem — culture, specific staff, bullying, or an SEN-unfriendly ethos. An in-year transfer is possible at any time. The LA must process applications within 15 school days. A fresh start can work well, but consider: will the same difficulties arise? Is the new school genuinely better equipped? A transition plan is essential to avoid the pattern repeating.

Support Organisations

Free help for families dealing with school anxiety and attendance difficulties.

Not Fine in School

notfineinschool.co.uk

Parent-led campaign and support network specifically for school attendance difficulties and EBSA. Comprehensive resources and community.

Young Minds

0808 802 5544 (parent helpline)

Free, confidential advice for parents worried about a child’s mental health. Open Mon–Fri 9:30am–4pm.

Anxiety UK

03444 775 774

Support for anxiety disorders in children and adults. Therapy access, self-help resources, and helpline.

IPSEA

ipsea.org.uk

Free legally-based advice on SEND, EHCPs, and school attendance for families in England. Tribunal support.

Place2Be

place2be.org.uk

School-based mental health charity. Provides counselling in over 500 schools. Parent support and resources.

Square Peg

teamsquarepeg.org

Research and advocacy organisation focused on school attendance barriers. Evidence-based resources for families and professionals.

Childline

0800 1111 (free, 24/7)

Confidential helpline for children and young people. Online chat available at childline.org.uk.

CAMHS referral (via GP)

Contact your GP surgery

The NHS pathway for children’s mental health assessment and treatment. Average wait 6–18 months depending on area. Ask about early intervention services while waiting.

Need detailed school data to make a decision?

School Atlas Pro gives you attendance rates, SEN provision data, inspection judgements on personal development and behaviour, and parent reviews for every school in the UK. Compare schools side-by-side to find the right environment for your child.

View Pro plans

Common Questions

Sources

This guide draws on DfE "Working together to improve school attendance" (2022, updated 2024), Education Act 1996, Equality Act 2010, NICE guideline CG159, NHS CAMHS data, Not Fine in School research, Square Peg attendance data, DfE persistent absence statistics 2023/24, Welsh Government ALN guidance, Scottish Government GIRFEC framework, and Education Authority (Northern Ireland) attendance guidance. This guide is for general information only and does not constitute medical or legal advice. It is not a substitute for professional assessment or diagnosis. If you have concerns about your child, speak to their GP, school SENCO, or a relevant specialist. Last reviewed April 2026.

Was this guide helpful?

Related guides

Bullying: Prevention & Rights

When bullying is driving the anxiety — your rights and escalation path

SEND Rights & Processes

EHCPs, assessments, and getting the right support in school

School Exclusions

Know the rules if your child is excluded or placed in isolation

Home Education

Your legal right to educate at home — when school isn’t working

Find a school that fits your child

Search by postcode, compare attendance data and SEN provision, and read what other parents say about the school environment.

Search schools Browse all guides