TEDx Nantymoel Talk
“Why are so many school aged children struggling to attend school? What is going on behind the behaviours? In this talk, Behaviour, Emotional Health and Wellbeing Specialist Rob Jones sheds light on some of the functions behind the behaviour and broadens the understanding of what is known as Emotionally Based School Avoidance. Moving from what we see as being typical behaviour for school aged children to what some homes are experiencing behind closed doors, explaining what the functions are behind the behaviours to looking at what could be happening within the brains, and looking how we can reconsider our language and supporting structures around them, moving towards a child-centred, needs-led approach.”
This talk was given at a TEDx event using the TED conference format but independently organised by a local community. Learn more at https://www.ted.com/tedx
Podcast Episode: How’d You End Up Doing That?
BBC Radio Wales Interview – May 28th
Spoke with James Williams and David Grundy on BBC Radio Wales about Persistent Absenteeism in Wales.
40.1% of learners were persistently absent (missed 10% of education sessions), that number rises to 64.3% for free school meal children and 51.6% for those with ALN. Also, as of April 26th, 47.6% of absences were due to illness, with other and no reason making up 22.3% and 4.2% respectively. It should also be noted that in Primary schools, the attendance sits at around 92.1-92.9% from Yr1-Yr6. In contrast, there is a steady decline in secondary school, falling from 91.1% in yr7 to 85.7% in yr11.
The question, as we have the stats, should be “Why”?
Why are almost half of absences due to illness (WG guidance does state that when there is an absence due to anxiety/depression it should be treated the same as an illness, and recorded as such)?
Why is there a steady decline in attendance in secondary schools?
Why are free school meals and ALN more likely to be persistently absent?
Once we understand some of these whys, we can look at how we can support the individuals and what can be done. More needs to be done both at home and in school, particularly when external services like Early Help and CAMHS have significant waiting lists, as do ND pathways. Do some of these learners fall under the ALN Act if their learning difficulty is due to accessibility rather than cognition? Are we embedding the whole school approach to mental health and wellbeing? Are we implementing the NEST/NYTH frameworks? Are we bridging the support gaps between home and education?
We need to start working from the bottom up rather than the top down. The stats only give us an idea of the difficulties, not the details.
Podcast Episode: RECAP with Lucie Wheeler
Bridging the Gap: A Brief Analysis of the Educational Realities of ALN Learners in Wales
In light of the recent ALN Act and the ongoing effects of the pandemic, we explore how these statistics reflect real students struggling within an educational system that often fails to meet their unique requirements. The analysis reveals critical disparities, particularly for learners with specific neurodevelopmental conditions such as Autism Spectrum Condition (ASC) and Attention Deficit Hyperactivity Disorder (ADHD), underscoring the urgent need for targeted interventions and specialised teacher training.
ITV Cymru Wales – Wales This Week: Meeting Our Needs?
More than 60,000 Welsh pupils have additional learning needs.
But as we’re approaching the fifth and final year of reforms, campaigners are calling for a complete overhaul of a system they think is not fit for purpose.
Andrea Byrne meets the parents who say they’ve had to fight for their children’s education.
(aired 5/12/24)
https://www.itv.com/walesprogrammes/articles/wales-this-week-meeting-our-needs
2-Year EBSA Support Project
This report presents a comprehensive approach to supporting students with Emotionally Based School Avoidance (EBSA) at Coleg Cymunedol Y Dderwen (CCYD), a large comprehensive school in Bridgend, Wales. The study, conducted over two academic years, focused on a cohort of pupils between Years 7 and 11 who were struggling with school attendance due to emotional factors.
The support framework addressed three key perspectives: the pupil, the family, and the school. Individualised interventions were provided through home visits, assessment tools, and motivational interviewing techniques. The approach incorporated various psychological theories, including Bronfenbrenner’s Ecological Model, Rogers’ Person-Centered Therapy principles, and the Transtheoretical Model’s Cycle of Change.
A graduated reintegration process was implemented for students ready to return to school, utilising a dedicated wellbeing room and focusing on building trusting relationships with staff. The report highlights the importance of consistent support across home and school environments, as well as the use of empathy, congruence, and unconditional positive regard in developing student engagement
This study contributes to the understanding of EBSA and provides practical strategies for schools, families, and professionals working with school-avoidant students. The findings emphasise the need for a holistic, collaborative approach to address the complex needs of these students and support their successful reintegration into the school environment
BCBC EBSA Data Report
This study examines school avoidant behaviors and attendance difficulties among children in Bridgend County Borough, Wales. Data was collected from 25 children (7 males, 18 females) aged 9-16 years and their parents using multiple questionnaires, including the School Refusal Assessment Scale-Revised (SRAS-R), Strengths and Difficulties Questionnaire (SDQ), and PERMAH questionnaire. Results indicate that avoidance of school stimuli (Function 1) was the primary reason for school avoidance, followed by separation anxiety (Function 3)The SDQ revealed high levels of emotional distress, peer problems, and hyperactivity among participants, with 88% scoring very high on total difficulties. The PERMAH questionnaire showed mixed results, with 76% of children scoring high on negative emotions and 72% scoring low on accomplishment. These findings provide valuable insights into the multifaceted nature of Emotionally Based School Avoidance (EBSA) and highlight the need for targeted interventions addressing specific functions of school avoidance and associated emotional and behavioural challenges.