Practices

Missing school is not one thing. There is pleading that folds, pleading that becomes an hour of protest, arriving late, arriving and then sitting in the nurse's room by eleven, and not arriving at all.

Writing down which of those happened each day gives you something to watch. Most of the real movement, in both directions, happens inside days that…

Two stretches of childhood carry most of this: the first years of school, and the middle years around the move to secondary. Knowing that lets you prepare instead of react.

The early wobble is usually about being apart from home for a long day for the first time. The later one lands when peer opinion becomes the loudest…

If staying home means an anxious child gets more of you, your comfort is quietly part of what keeps them there. That is not a failure of love.

This one is hard to see precisely because the soothing is kind and the distress is real. The usual shape is a fought over morning, the child stays,…

Ask when it began and what that first week was like. What now looks like a teenager enjoying their freedom often started as fear that nobody could reach.

Patterns drift. A child frightened of the dining hall in September can, by March, be a young person with a settled day at home and a set of arguments…

There is a particular good feeling in getting out of something you were dreading. Give it a name at home, because it is exactly what makes tomorrow harder.

Children recognise this straight away when it is put plainly: the lovely feeling when you find out you do not have to go. Adults know it too, in the…

When the schoolwork is finished early, what follows is chores and dull jobs until the school day would have ended. The good things wait for the hour they would have waited for anyway.

This is not a punishment and it should not sound like one. It is about a sum the child does without noticing: if home offers the same day with none…

On a day at home, be the person who supervises rather than the person who keeps them company. The warmth is not cancelled, it moves to the evening.

Hovering, chatting, sitting alongside them with a cup of tea: all of it is lovely, and all of it makes the day at home better than the day at school.…

Find one adult in the building the child already trusts, and have them meet the child at the entrance. The doorway is the hardest minute of the day.

The job is small and specific: be there at the door, walk with them to their locker, get them started, be findable later on. It turns the worst…

If a child can go to the school office whenever they like and stay as long as they like, that is an exit rather than a support. Agree a length, and a gap between visits.

Ten minutes, twice a day, with a return to lessons afterwards, is a support. Open ended visits from the first flutter of nerves onwards teach a very…

Every adjustment should arrive with the date you will start reducing it. Written down at the beginning, while everyone is still reasonable.

Supports meant as a bridge have a way of becoming the new normal, and by the spring nobody remembers they were temporary. Decide at the outset what…

Say the difficult parts out loud before you begin: the parent doing this alone, the younger sibling who now wants to stay home too, two adults who disagree, the week when it all slips.

None of those mean the plan was wrong. They are the ordinary weather of this work, and a family who heard them named in advance treats a bad week as…

A plan followed on some days and not others can be worse than no plan at all. Choose the smallest version you are sure you can keep to, and keep to that.

When staying home works on one morning in four, that occasional success makes the pleading more determined rather than less. Cut the plan back until…

Getting a child back through the gates is not the same as helping them. Ask what the school day is asking of them that they cannot face yet, and put your effort there.

Attendance is easy to count, which is why plans get built around it. A plan that only presses for attendance leaves the frightening thing exactly…

The first day back is worse than the weeks before it, not better. Plan for that spike rather than letting it take you by surprise.

Anxiety climbs as the return gets close and peaks somewhere near the doorway, then it comes down, but only for someone who stays long enough to find…

When someone with attention difficulties loses the structure around them, the difficulty shows in full. Nothing has got worse in them; the scaffolding that carried part of it has gone.

Bells, a timetable, a teacher at the front, other people visibly working: all of that was taking some of the load. At home the load falls on whoever…

Most of these stories begin with one of four things: a change, a person, an assessment, or a loss. Working out which one tells you what the fear is really about.

A new school, a timetable that split them from their friends, someone who made the corridor unsafe, an exam, a long illness, a death at home, a…

When the fear is about being seen, being asked, being judged, you can build the steps out of real moments: the doorway, the corridor, the dining hall, answering once in a lesson.

Fear of a whole building cannot be practised. Fear of walking into the dining hall at half past twelve can. Make each step small enough to be boring…

Whoever is standing in the hall at half past seven needs to understand the trap as well as the child does. A plan agreed on a Tuesday afternoon will not survive a Wednesday morning otherwise.

In the moment it is happening, a parent is not weighing up what gets learned over a term. They are trying to end the distress in front of them, and…

A child coming back after weeks away is walking towards a mountain of missed work. Cut that mountain down before the return date, or it will punish them for coming.

Ask the school which pieces genuinely have to be made up and which can be written off, and get the answer in writing. What is left should be small…

Staff who think a child is playing them will respond in ways that make school worse. A short explanation of how avoidance actually works changes what happens in the corridor.

Explain the pattern rather than the pupil: the relief that follows getting out of something, and the way that relief quietly books the next absence.…