What Can Be Done to Support School Attendance?
School attendance can be a complex challenge, particularly for SEN learners. In collaboration with The ADHD Foundation Neurodiversity Charity, this article aims to empower SENCOs with practical guidance to navigate these challenges effectively. From addressing barriers and enhancing communication strategies, we will explore actionable approaches to support pupils and their families, creating a positive and inclusive environment that encourages growth.
Encouraging understanding and empathy
Often, the reasons behind low school attendance should be met with understanding and empathy: unmet neurodiverse needs, anxiety due to bullying, and caring responsibilities are just a few examples. Striving to understand the reason leads to it being dealt with sensitively, which can then improve attendance for the pupil to improve attendance.
Explore and meet neurodiverse needs in school
Make sure you are aware if the pupil has Special Educational Needs (SEN), and ensure that their particular needs are being met. Anxiety and overstimulation in certain environments are just two characteristics of various neurodiverse conditions. If a pupil struggles to attend school, consider that it may be due to an undiagnosed neurodiverse condition. Speaking with their parents to see if there is anyway they can support the home to school transition is a great place to start.
Reprieves
When the pupil is able to attend, provide them with reprieves during the school day. This could be through passes such as a 'time out pass', giving them a feeling of autonomy and allowing them to feel less restricted to their classroom or desk when overwhelmed during a lesson.
Regulation areas
Ensuring the school has regulation areas when the pupil needs downtime is crucial. This could be a sensory/regulation area in each classroom, a well-being hub, or even a sensory room. Consider calm lighting, relaxing music, and sensory resources in this space.
Support guardians and your pupil
It’s a very upsetting and stressful time for both the pupil and their parents when school feels difficult to attend. Ensuring that there is empathetic support is vital, allowing them to feel heard and understood. This, in turn, will help empower the parent and pupil to attend school in the future. Working as one is key to successful support for your pupil.
Use incentives/rewards
Even as adults, we all need incentives and rewards to feel motivated. This is no different for our young people. Rewards also help to release dopamine, which those with ADHD are often deficient in. Talk to the pupil about the type of rewards that would be most motivating for them and use this to help them attend school.
Positive associations
Sometimes, poor school attendance can stem from negative experiences at school, such as bullying or poor relationships with teachers. We want to ensure that school gives positive associations for our young people, and it’s vital not to punish a pupil with EBSA, as this will only prolong any negative associations with school.
Build rapport and trust
All relationships need rapport and trust. Following on from the tip above about positive associations, ensuring positive relationships are created between yourself and the pupil is essential. Good rapport, such as knowing their likes, dislikes and interests, and feelings of trust go a long way in helping pupils attend school.
Consider the environment - what is causing distraction or distress?
Sensory overwhelm can occur due to elements of the school environment. Canteens and noisy corridors can be triggering for pupils, regardless of whether they are neurodiverse or neurotypical. Find out their triggers and implement steps to help.
Make it bespoke
A simple conversation with the pupil about their needs and wishes can make a huge difference in them attending school. No two pupils are the same, and we must remember that. Take the time to create a bespoke plan for the pupil and take small steps to increase their attendance from there.
Want to lean more about Emotionally Based School Avoidance (EBSA)?
Watch our webinar with Colin Foley, Training Director from The ADHD Foundation Neurodiversity Charity, as he shares ideas for supporting children who are experiencing resistance to school.