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Research highlights that the risk of experiencing EBSA is higher for neurodivergent learners, particularly Autistic learners (Fairclough, 2025). More recent research also highlights the risk of learners with ADHD experiencing heightened levels of learner anxiety which can be associated with experiences of EBSA (Hamilton, 2024).
The factors which influence levels of anxiety within neurodivergent individuals can be associated with difficulties with sensory processing, executive functioning, managing uncertainty and engaging with social complexities.
Schools will be aware that they can be complex social environments that neurodivergent children and young people can find exhausting; they are spending cognitive energy managing social experiences and can become overloaded.
It is therefore essential that there is early attention and intervention given to developing children and young people's social skills, emotional literacy, resilience and their ability to self-regulate. Steps to address these are set out below.
Research in Conwy
Research in Conwy
As part of the development phase of Conwy’s EBSA pathway, Conwy Educational Psychology and Education Social Work Service carried out research to investigate the reasons some children and young people find it difficult to attend school in Conwy. Further research has since been carried out to explore the mainstream school experiences of neurodivergent learners in Conwy.
Findings from both research projects highlighted the following areas associated with difficulties attending school,
Friendships and connection with others
School pressures linked to learning, support and the environment
Sense of belonging & feeling understood
Uncertainty around school rules and policies
Research illustrates that the difficulties experienced by learners who find it a challenge to attend school can be complex and diverse. It is therefore essential that a graduated response to supporting learners at risk of EBSA is flexible, adaptable, person-centred and collaborative. It also highlights the need for a whole school approach to understanding neurodivergence and how to support learners at risk of EBSA.
How can schools support learners?
How can schools support learners?
Evidence and experience demonstrates that anxiety levels in neurodivergent children and young people can be reduced by adopting good practice approaches that are individualised to the child’s specific needs. This includes visual supports, structure, managing change and generally increasing the certainty of the school day.
Steps to support reducing anxiety
Steps to support reducing anxiety
Step 1
Ensure that all adults working with the child or young person have an understanding of neurodivergence and communicate appropriately and that adults have implemented general ‘good practice’ strategies when supporting neurodivergent individuals e.g. the child uses and is engaged with a visual timetable, relevant visual supports, calm space for emotional regulation.
Step 2
Key to the effectiveness of any intervention is having a sound understanding of the child or young person's needs. Consider using tools such as:
Social scripts
Visuals
Information provided by neurodevelopmental service
Step 3
Plan and implement individualised strategies to develop the emotional and social skills identified in step 2.
Strategies may include those described in the School's Guide to EBSA.
Step 4
Review the impact of the interventions. It may be that, despite the good practice and interventions, the child’s anxiety continues to increase placing them at risk of EBSA and additional interventions will require implementation.
Please note that the advice in previous pages regarding Support and Action Plan are also relevant here and should be followed.
If there are indications that the child is at risk of EBSA it will be important to build up a clear picture of exactly what elements of attending school are increasing their anxiety in order that best endeavours can be made to alleviate the anxiety using suggested resources in the Resources and Support tab.
It may also be appropriate to seek specialist, outside agency support such as the Autism Outreach Team, Educational Psychology, Family Centres and/or the Educational Social Workers.
Working with parents/carers
Working with parents/carers
Schools could consider training courses that may be available to parents e.g. Early Birds Plus. Third sector organisations may provide training, such as STAND North Wales, they offer access to a range of training locally. Autism Wales and the National Autistic Society have many resources available for schools and parents/carers. Parent/carer support programmes can be accessed through the Conwy Family Centres.
Relevant links:
Conwy Family Life - Conwy County Borough Council
(STAND North Wales – Stronger Together for Additional Needs and Disabilities (standnw.org)
Home - Awtistiaeth Cymru | Autism Wales | National Neurodivergence Team
Additional Resources:
References:
Fairclough, M. (2025). Can't, not won't: Rethinking school avoidance. The Psychologist.
Hamilton, L. (2024). Emotionally Based School Avoidance in the Aftermath of the COVID-19 Pandemic: Neurodiversity, Agency, and Belonging in School. Education Sciences, 14(2), 156.
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