OWEN MATTHEWS, FLEXIBLE EDUCATION, PETERHOUSE SCHOOL, UK; AUTISM INITIATIVES, SOUTHPORT, UK
Introduction
National figures show that students with SEND have far greater rates of absence than those without, with severe absence markedly higher among students with an EHCP (education, health and care plan) than among those without identified SEND (DfE, 2025). What is commonly referred to as ‘emotionally based school avoidance’ (EBSA) is often characterised as a symptom of lockdowns and school closures during the COVID-19 pandemic. While the attendance crisis has intensified since COVID-19, it was emerging long before the pandemic (Hamilton, 2024). Since 2016, as a non-maintained school for pupils with autism, we have been involved in the development of a provision for students unable to access school, the vast majority of whom have been out of education for a significant period of time. Practice is informed by an understanding of our cohort, and we now recognise that our students
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's £1 per year for trainee teachers and half price for ECTs) or log in if you're already a member.
