Further information around EBSA
1. EBSA and anxiety
‘Anxiety is what we feel when we are worried, tense, or afraid – particularly about things that are about to happen, or which we think could happen in the future. Anxiety is a natural human response when we perceive that we are under threat. It can be experienced through our thoughts, feelings, and physical sensations’ (Mind)
Anxiety is often a big part of EBSA. Feeling anxious is a normal part of growing up, and in small amounts, it can be helpful. It’s the body’s way of responding to stress, helping us stay alert and handle challenges. But for some children and young people, anxiety can become so intense that it makes everyday life, including school, very difficult.
Young Minds found that 1 in 6 young people will experience serious anxiety during their school years, which means about five students in a class of 30. Research also shows that nearly half of young people who don’t attend school regularly may have an anxiety disorder.
Anxiety triggers a natural body reaction called the ‘fight, flight, or freeze’ response. This response is helpful when we face real danger, but when anxiety becomes too strong, especially about going to school, it can cause problems. Some kids may feel sick, shaky, or really scared days before they need to go to school.
This anxiety can lead to:
- Avoiding the situation altogether
- Trying to hide their anxiety to fit in
- Refusing to get ready, leave the house, or go to school
- Acting out or getting angry to avoid what feels like a threatening situation.
These are ways children may try to deal with anxiety when school feels overwhelming.
All behaviour is communication and in supporting EBSA, the possible function of the behaviour needs to be understood. Anxiety may be the triggering, but also maintaining factor of EBSA. The more avoidance there is of situations that are feared, the more the fear can grow so contributing to the maintenance of EBSA over time. As demonstrated in the anxiety cycle below:
It is crucial that consideration is given to the child or young person’s perception of their ability to cope, including perceived social and academic competence. Negative thoughts about one’s ability to cope can lead to feelings of worry and if not addressed will undermine any attempts to improve attendance (Heyne & Rollings 2002).
EBSA and additional needs
Young people with special educational needs (SEN) are more likely to have emotional difficulties because:
- They might find it hard to explain their feelings
- They can feel frustrated about what they can and can’t do
- They may see the world as unsafe or unpredictable
- Sensory environments can overwhelm them
- They may feel they have less control over their lives
- Change and transitions can be harder for them to handle
Research by the Foundation for People with Learning Disabilities
shows that people with learning disabilities often have emotional difficulties for similar reasons. It’s usually their families who can spot changes in their emotions, often by noticing changes in behaviour.
Lack of Protective factors
Children with learning disabilities may have a harder time using strategies to help their emotions. They might have fewer friends, find it tough to get along with others, and struggle to solve problems. Many also live in poverty and have health issues.
All of these factors are known to have a negative impact on emotional wellbeing, putting people with learning disabilities at greater risk of developing mental health problems (BOND a consortium led by Young Minds - Children and young people with learning disabilities - understanding their mental health).
Getting help when you have a special educational need.
Sometimes young people with SEND can have their emotional wellbeing difficulties overlooked, through diagnostic overshadowing. This is where difficulties such as anxiety are said to be attributed to the diagnosed special educational need. If you think your child is anxious, it is always a good idea to seek advice and use strategies to help to reduce their anxiety.
Neurodiversity and EBSA
There is little research into the prevalence of neurodivergent children and young people who are experiencing EBSA. However, the evidence suggests that due to the level of anxieties that many neurodivergent children and young people experience there is an increased risk of EBSA. However, it is important to appreciate that anxiety is not simply a part of being neurodivergent and can therefore be supported separately.
There are often additional challenges in school that are faced by neurodivergent children and young people, trying to meet the expectations of neuronormative society, leading to increased and more persistent feelings of anxiety about school. Neurodivergent individuals may perceive the world as more uncertain and unpredictable, leading to more persistent states of anxiety that interfere with day-to-day functioning. This can lead to an overload and ‘over-flowing’ level of anxiety.
Imagine a bucket that starts to fill up when feeling stressed about things such as:
- Poor concept of time
- Does not know / understand rules.
- Anxious about failure
- Sensory difficulties
- Literal interpretation of situation
- Difficulties with communication
- Unsure what is going to happen.
- Changes in routine
These factors our into the bucket and can feel overwhelming.
Recent research has supported the identification of key factors contributing to a heightened feeling of uncertainty and unpredictability which can be difficult to tolerate:
- Sensory processing differences. The school environment is full of sensory experiences which can be difficult to tolerate but can also make the world very unpredictable.
- Difficulties understanding emotions. When emotions are not understood, the world can feel uncertain and unpredictable and in turn make it more difficult to regulate own emotions.
The intolerance of uncertainty is believed to cause the anxiety. It is therefore important to unpick what the individual is finding difficult to tolerate when signs of ESBA are showing.
Here are some examples of Sensory Processing Disorder, described in the first person.
I have sensory processing disorder:
- I hate having my hair brushed, washed, or cut.
- I hate being tickled or cuddled.
- I am a picky eater; I resist new foods and textures.
- I seem to be unaware of normal touch and pain, I often feel others too soft or too hard.
- I chew on everything.
- I have poor gross motor skills, such as running or riding a bike.
- I have poor fine motor skills, such as handwriting and cutting.
- I have trouble focusing / concentrating.
- I’m overly sensitive to loud sounds.
A transition guide for parents and carers was developed by ESCC in 2023 which provides advice and guidance to help families and young people plan for their journey after Year 11.
A Guide for parents and carers – Transitioning into College and Adult life for young people with Special educational Needs and Disabilities - Post16 Parent Carer Booklet - 1 (pagetiger.com)