A perfect storm: emotionally-based school avoidance in the post-Covid-19 pandemic context

School absences have risen following the Covid-19 pandemic and cases of persistent absenteeism remain elevated in primary and secondary schools in England compared to pre-pandemic levels. This coincides with an upward trend in emotionally-based school avoidance (EBSA). EBSA adversely affects children’s educational attainment, health, social functioning and life prospects and warrants early intervention before a pattern of absenteeism becomes entrenched. In this article, we consider how the Covid-19 pandemic and its sequalae have created a “perfect storm” of conditions that has amplified known school, family and child-based risk factors for EBSA while simultaneously reducing access to support services. We then outline priorities for developing new EBSA interventions and argue for a multi-component approach, which works across education, health and social care and voluntary sectors to address the complex interplay between risk factors. Given the difficulties that families often face in obtaining timely support for EBSA, it is also essential that new interventions are accessible, resource-efficient and scalable. To this end, we discuss the potential for contextually-sensitive, parent-focused interventions, which can be delivered online with minimal synchronous support from a trained coach or facilitator.