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he start of the Covid-19 pandemic and some fear they will increase.
A recent study by the National Foundation for Educational Research found that two in five of England’s secondary schools have seen more than double the number of pupils experiencing high anxiety compared with the pre-pandemic period.
EBSA, according to the Charlie Waller Trust, which raises awareness of mental health issues, is the inability to attend school because of overwhelming feelings of anxiety or distress.
And it affects both primary and secondary aged pupils, making them feel “overwhelmed by the thought of school,” says the trust’s Anna Easton.
“For some children, they have particular worries about school, for others it can be a general feeling of anxiety,” she says.
The trust advises parents not to “force” the child into school or “neglect it in the hope it will go away”, adding that there are services and organisations that can help.
Julie, meanwhile, says she and Rosie have received support through a range of local and national organisations, as well as the NHS, but she feels the education system “doesn’t know what to do with Rosie”.
It’s why she is among the parents campaigning for urgent reform to the way special educational needs and disabilities (SEND) are addressed.
“When children – not just in school, but when children overall – are having issues with their mental health or physical health, they need to go to a place that’s going to help them.” she says. “But there’s nowhere to do it.”
The government says it is investing record funding in SEND, and “we want to make sure every child and young person has access to the tailored support that they need to thrive”.
In a joint statement, the Department for Education, NHS and the Competition and Markets Authority say they are “working closely together” to improve the system personalised care and back-up to parents.
But what will that mean for families like Julie’s?
Julie says while she is “really pleased” by the responses she has had, she believes “there is needs to be so much better communication between services”.
Rosie has, so far, been “left to fend for herself but hopefully we are turning a corner” as a family, she adds.
“We are not there yet… she’s not even engaging with a secondary school but she might be prepared to engage with services that are going to help her,” she says.
“I would like not to be terrified every day when she leaves her front door or when she answers the phone.”
Anna Easton says supportive parents like Julie are “instrumental” in helping children with EBSA and encourages those who witness signs of distress to contact a support service.
“Early intervention is key and families, schools and services must work together to help these children access education,” she says.
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