EBSA toolkit
9. Information gathering and analysis
For any intervention or support plan to be successful it is essential to gain an understanding of the various aspects causing and maintaining the EBSA behaviours. Thambirajah (et al. 2008) state that the main aim of this analysis is to:
- To confirm that the child or young person is displaying EBSA as opposed to truancy or parentally condoned absence
- To assess the extent and severity of:
- (a) an educational absence,
- (b) anxiety
- To gather information regarding the various child, family and educational factors that may be contributing to the EBSA
- To integrate the available information to arrive at a practical working hypothesis as a prelude to planning effective interventions
It is often tempting to try to locate a simple reason and simple solution for the behaviour.
However, it is often an interaction of several factors and trying to find simple causation often encourages blaming and individuals can then become anxious and defensive. Parents/carers may feel blamed for the absences, feel that their parenting skills are being criticised and they may be fearful that they will get into trouble or even be prosecuted for non-attendance. Children and young people may feel guilty or scared that they will be forced to attend educational setting.
Each person may have a different perspective on EBSA and have a different story to tell. It is essential that different people’s views are respected and differences in views are acknowledged. When there is a difference of views it is often more helpful to focus on how the behaviour is occurring rather than why.
Due to the complex nature of EBSA no fixed ‘assessment process’ can be followed. However, in all cases it is essential that the views of the child or young person, the family, key educational setting staff and other relevant professionals are gathered and listened to.
To develop your understanding of the causes and tensions of EBSA, visit Push and Pull Factors.