The collaborative development of a local authority emotionally based school non-attendance (Ebsna) early identification tool

ABSTRACT

Emotionally based school non-attendance (EBSNA) difficulties negatively impact children and young people (CYP) and their families at many levels. EBSNA is complex, often involving individual and contextual risk factors which may require a school-wide or multi-agency response. This action research study in one UK local authority explored how collaborative working with stakeholders, guided by the RADIO model, facilitated the co-production of an early identification of needs tool (EINT) for identifying potential emotion-based attendance difficulties. A research stakeholder group (RSG n = 9) from local educational services worked jointly to develop the tool. The process of developing, piloting, and evaluating the EINT with local schools, services and families is described. Content analysis of ongoing planning and review meetings, an evaluative focus group, and interview data highlighted the opportunities and challenges of working collaboratively. The EINT was positively evaluated and perceived to facilitate home-school discussions and support a contextually relevant EBSNA approach.

KEYWORDS:

• Action research
• anxiety
• early identification
• multi-agency
• school absenteeism
• student

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was carried out as part of a Doctorate in Educational and Child Psychology at The University of Manchester. The project was funded through England’s Department for Education National College for Teaching and Learning ITEP award 2016–2019.