What is School Avoidance Week really about?
School Avoidance Week from 23rd – 27th September 2024 shines a spotlight on a growing issue faced by many families, particularly those with neurodivergent children. It’s a time to explore the complex reasons behind why some children struggle to attend school, understand the unique challenges they face, and discuss effective strategies for support. This blog delves into the data, personal experiences, and practical solutions, offering valuable insights into how we can better address school avoidance and create a more inclusive and supportive environment for all students.
Delving into School Avoidance: Understanding the Underlying Issues
School avoidance is a growing concern, particularly among neurodivergent children who may struggle to feel safe and understood within the typical school environment. This article delves into the research and real-life experiences surrounding school avoidance, offering insights into its prevalence, particularly among children with autism and PDA (Pathological Demand Avoidance). By recognising the signs early and understanding the underlying causes, parents and educators can work together to create supportive strategies that help children overcome these challenges and thrive in their educational journey.
From Practice to Parenthood: My Journey with Avoidance
I have been working for over twenty years supporting families and young people, mainly this has been within the context of neurodivergence. I am also a parent of four autistic (now grown up) children. I have observed and experienced ‘school avoidance’ both through the families I work with and my own children. I set up Playtpus Training in order to help parents and professionals navigate and support children to get their needs met.
Understanding School Avoidance: What the data tells us?
From the research we know that the risks of school refusal in the typically developing child is around 7.1%, this increases to 42.6% in autism (Munkhaugan et al, 2017). This study also highlighted the need to identify those most at risk in primary school before the behaviours become too entrenched.
A further study found that of 969 young people with a PDA profile, 70% were unable to tolerate the school environment. Forty per cent had experienced temporary exclusions (PDA Society, 2019). However, most worryingly, 50% were not in school and a further 20% were ‘regularly’ unable to access it. The research suggested that lack of knowledge and experience of the profile means that support offered can often be misdirected and ineffective.
Often children and young people with neurodivergence can feel very unsafe in places or situations that typically would be seen as ‘safe’ for example a school setting. A neurodivergent child may find other students unpredictable or be unable to tolerate the sensory environment, they may have poor communication skills and social understanding, or difficulties with executive functioning.
Identifying the Warning Signs of School Avoidance in Your Child:
To work in a way that is preventative, the earlier we spot the signs the better, these might include:
Refusing to go into certain activities at school – this could be one of the first signs. Perhaps not wanting to go into the school dinner hall for lunch, or PE. Take these seriously as we may be able to deal with these before things escalate.
Masking behaviours – this is behaving very differently in school compared to home, this may involve mimicking others and tolerating the environment, holding in stimming behaviours, deliberately making eye contact and scripting conversations. Masking is exhausting for the individual and often we see a pattern whereby it becomes unsustainable resulting in burnout and possible periods of being unable to attend school. Masking can be triggered by bullying, uncertainty, wanting to appear the same as everyone else or feeling pressure to conform.
Separation Anxiety – often separation anxiety is seen as a negative behaviour, however, if you consider what the behaviour is communicating, it is telling us that the child wants to remain with their safe person because they do not feel safe in the environment they are entering. Separation Anxiety is an evolutionary strategy for keeping safe. What really helps in this situation is finding a key person who can be that safe base in that environment.
Feeling Poorly – anxiety can have physical symptoms such as feeling nauseous or having a tummy ache. Is there a pattern to this? Does it happen on certain days of the week?
Avoidance Behaviours – they may make excuses as to why they don’t want to go (these are often not the true reasons). My daughter once said that she couldn’t go to school as her shoes made her trousers look too grey, I very much doubt that this was the reason. They may procrastinate, or refuse to get dress, this may result in arriving late. Remember that many of these behaviours come from a place of anxiety and fear.
Often our children may say that they want to go to school when using the logical part of their brain, but when it comes to leaving the house their amygdala (our brains alarm system) tells them it is not safe to do so and overrides the logical part of the brain.
Ways to Support a Child Avoiding School:
We need to think holistically about the child’s experience in the school environment.
Sensory – think about the environment and your child’s sensory needs – are they being met in school? How does the uniform feel? Do they need sensory breaks – if so, make sure it is the right input they are receiving – it is no good giving a child a few fiddle toys if they need some big movements or deep pressure.
Emotions – Do they recognise and understand their own emotions? Do they feel sure about what is happening throughout the day? What are their levels of anxiety and how can we reduce them?
Communication & Learning – What is their preferred form of communication? Are they able to communicate? Do they have an undiagnosed learning difficulty? Are there difficulties with social interaction?
Understanding – Make sure we truly understand the barriers to accessing learning and school. Listen to the child.
Reducing and Reasonable Adjustments – what can we change to make the experience better for the child? How can we help them feel safe and connected?
Encouragement & Energy Management – Often we need to consider a nurturing and trauma-informed approach. If they are masking in school, ensure there are breaks throughout the day to enable them to self-regulate and manage their energy levels.
Consider:
- Softer transitions both at the beginning and end of the day
- A sensory diet
- A trusted adult to talk to when they feel unsure
- Collaboration between home and school
- Recognising masking behaviours
- Work on self-awareness and understanding of self
- Zones of regulation and the Incredible 5pt Scale
- Trauma-informed approaches
- A communication passport
- Curriculum based on special interests
- A safe space to retreat to when things get too much.
In Conclusion
Neurodivergent children and young people are at greater risk of school avoidance, and we need better understanding and training within education so that schools are better equipped to respond effectively and appropriately to our children. Platypus trainiing can help you with training and consultancy with a wide range of support.