Chian, Leet Sern Jeremy; (2022) Emotional Based School Avoidance: Exploring Staff and Pupil Voices on Provision in Mainstream Schools. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

Persistent school absences in England have been on an upwards trend since 2018 (an approximate 1.3% increase, not counting pupils missing due to Covid-19). Current government data on absenteeism do not differentiate between the types of school refusers (DfE, 2011; UK Government, 2022c), leading to the view that pupils are truanting or missing school by choice. Given the recently increased attendance expectations for schools in England by the DfE (2022), a lack of understanding of emotional-based school avoidance (EBSA) may lead to a less caring ethos and more punitive punishments. Detrimentally, research has shown that when pupils’ anxieties go unsupported, they are more likely to experience significant school difficulties (Thambirajah et al., 2008). Long-term, these can lead to higher risks of developing psychiatric disorders, alcohol and drug dependency, and social isolation in adulthood (Chou et al., 2006; Jaafar et al., 2013). Recognising the importance of the environmental aspect surrounding pupils’ lives, including school and adults (Bronfenbrenner & Morris, 2006), this study explores the views of school staff and pupils on EBSA provisions available in mainstream schools in Borough A (pseudonym). With the intent to form a more profound understanding of EBSA identification, assessment, and intervention practices, this study’s findings directly support my employing local authority in developing policy and guidance for schools. In addition, the research extends existing knowledge on educational psychologists’ current and prospective roles in supporting mainstream school EBSA initiatives. By adopting a qualitative research design, views of six mainstream school staff and seven school-aged pupils who are experiencing or have experienced EBSA were successfully elicited. School staff participants shared the facilitators and barriers to good mainstream school EBSA initiatives, and pupils shared what made a difference to or hindered their school experiences. Findings were analysed using two methods: school staff interviews using reflexive thematic analysis (RTA) to capture common themes across schools, and pupil interviews using Interpretative Phenomenological Analysis (IPA) to capture lived experiences. Findings highlight the importance for schools to establish clear processes around EBSA, including those to identify, assess, and support pupils, alongside the importance of collaborative working with families and external partners. Furthermore, it reiterates pupils’ desires for a positive school climate, and the impact of positive social relationships on their school experiences. Further implications of these findings for schools and educational psychologists are also discussed, to ensure that EBSA is managed well.

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