Parent Carers experiences of children with emotionally based school avoidance
Download (PDF 615.89 KB)Summary of report content
Healthwatch Bath and North East Somerset worked with the Parent Carer Forum to undertake joint research around Emotionally Based School Avoidance. They surveyed 30 people.
There was a mix of responses with regard to whether a diagnosis had been received, was in progress, or where there was no diagnosis. Many were managing multiple conditions, including physical conditions.
Just over a third said their children still attended and 10% that they were not attending. 30% were attending either part-time or sporadically. The remainder were educated either at home or through an EOTAS (Educated Other Than At School) package.
A little under half of respondents were offered advice by their GP and only 18% found the advice helpful. Only three respondents said that their GP recognised EBSA.
A majority (80%) had consulted the school teacher, and 43% had contacted the school manager or administrative staff and 30% the school nurse. Nearly half of respondents had consulted a voluntary or community support organisation.
From the wide range of other organisations involved it appears clear that parent carers are working very hard to get the support needed for their children, engaging across education, health and the voluntary and community sector. Finding support in itself is time consuming. Seven in ten had been offered advice.
Finding support through other parents was important for at least 7 respondents, and 1 person mentioned self-help through finding the work of particular authors on the subject Other helpful steps mentioned included keeping in positive communication with the school, but also changing schools.
Respondents were also asked what else had been unhelpful. The responses primarily focused on the school responses to their child’s needs, a lack of good communication, and the pressure this places on them as parent carers. A number of comments flagged up ‘attendance pressures ‘ including threats to prosecute and that they (the teacher) might ‘lose their job’ as it was their responsibility.
A number of parent carers expressed their frustration at the impact of time lost due to delays in accessing the right support.
The report has nine recommendations about training, identifying support needs, sharing good practice, access to mental health support.