Dáil Éireann Debate, Tuesday - 6 December 2022
308. Deputy Réada Cronin asked the Minister for Education if the term 'school refusal' will be removed and replaced with the more appropriate 'school-based anxiety', thereby removing a narrative of intent and blame from children and families and recognising the mental health challenges faced by many children struggling to attend school; and if she will make a statement on the matter. [60585/22]
Amharc ar fhreagra309. Deputy Réada Cronin asked the Minister for Education if her Department will establish a school return pathway that is psychology-led and trauma-informed, geared around the needs of each individual child; if so, if such a pathway and return will be guaranteed by her Department; and if she will make a statement on the matter. [60586/22]
Amharc ar fhreagraI propose to take Questions Nos. 308 and 309 together.
Difficulty with school attendance is a complex issue that often requires an integrated response from schools, parents and support services. Supports may be provided by the Tusla Education Support Services (TESS), the National Educational Psychological Service (NEPS) of the Department, the National Council for Special Education, the HSE and other appropriate child and family services.
While the term ‘school refusal’ was commonly used in the past, it is recognised that this term can imply control and non-compliance on the part of a child or young person. When describing behaviours of children and young people who experience emotional distress relating to attending school NEPS has used the term reluctant school attendance and more recently the term ‘Emotionally Based School Avoidance (EBSA)’ which is being used more widely in Ireland and the UK.
The term ‘Emotionally Based School Avoidance’ acknowledges the role of emotions in the challenge of school attendance.
NEPS is currently finalising guidance which will provide schools and parents with an overview of Emotionally Based School Avoidance and best practice in supporting children and young people to overcome it. It is so important to support these children and young people who find attending school or remaining in school for the entire day difficult due to emotional factors, including anxiety. The guidance from NEPS encourages schools to use a four stage problem solving model to identify the problem, gather information about why it may be happening, plan supports for children and young people who experience Emotionally Based School Avoidance and review the outcomes of implementing these supports.
NEPS psychologists can support school communities with Emotionally Based School Avoidance management at all stages of the Continuum of Support.
My Department supports a whole school approach to wellbeing which is outlined in the Wellbeing Policy Statement and Framework for Practice. This whole school approach to wellbeing leads to a reduction in risk factors and an increase in protective factors, leading to better outcomes for all. Good practice for promoting emotional wellbeing and positive mental health also applies to Emotionally Based School Avoidance.
