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Perfect storm: emotionally based school avoidance in the post-COVID-19 pandemic context
Kathryn J Lester1, Daniel Michelson2,3
1School of Psychology, University of Sussex, Falmer, Brighton, East Sussex, UK k.lester@sussex.ac.uk.
BMJ Mental Health
|April 5, 2024
Summary
Persistent school absenteeism, particularly emotionally based school avoidance (EBSA), has increased post-COVID-19. Early, accessible interventions are crucial for children
Area of Science:
- Child Psychology
- Educational Psychology
- Public Health
Background:
- School absences and emotionally based school avoidance (EBSA) have significantly increased in England post-COVID-19.
- EBSA negatively impacts children's academic, social, and long-term life outcomes.
- The pandemic exacerbated risk factors for EBSA while limiting access to support services.
Purpose of the Study:
- To analyze the impact of the COVID-19 pandemic on school absenteeism and EBSA.
- To identify priorities for developing new interventions for EBSA.
- To advocate for a multi-component, accessible approach to EBSA support.
Main Methods:
- Literature review and synthesis of pandemic's impact on EBSA risk factors.
- Analysis of current support service accessibility.
- Conceptual framework development for multi-component interventions.
Main Results:
- The pandemic created a 'perfect storm' amplifying EBSA risk factors and reducing support.
- Existing interventions are often inaccessible or insufficient.
- A multi-component approach across sectors is needed.
Conclusions:
- Early intervention for EBSA is critical to prevent entrenched absenteeism.
- Accessible, scalable, and resource-efficient interventions are essential.
- Parent-focused, online interventions show promise for timely support.
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