Practices

The target is getting through the door, not feeling calm about it. Calm tends to arrive afterwards, and mostly for people who went.

It is tempting to wait for a good week, a settled mood, a morning that feels different. Waiting hands the decision to the anxiety, and the anxiety…

Put it the way a grandmother would. Eat your peas and carrots and then you can have your pudding: go in, and then the thing you have been wanting.

Technical language falls out of your head at seven in the morning. A homely sentence survives, and it survives the argument too, because it is hard…

Parents keeping a pattern going are almost never doing it knowingly. Say so out loud, before you explain any of the rest.

A parent who hears that their comfort has been part of the problem will either argue or quietly stop coming, and both of those cost the child far…

When a young person will not go in, social fear is the most common thing underneath. Start there, before anyone reaches for words like lazy or defiant.

Ask about the parts of the day with other people in them: the corridor between lessons, the dining hall, being called on, changing for sport, walking…

Listen for the moment a young person starts explaining why home is better. A preference with reasons attached is much harder to shift than plain distress.

Distress you can soothe, and then move through together. A worked out case, less demanding work, nobody staring, no awkwardness at lunch, is…

Not every child who is not at school is frightened of school. Some are kept at home by what is happening there, some have decided the place is not worth it, and some are angry about one specific thing.

The child looking after an unwell parent, the teenager who has written the school off, and the one who cannot face the corridor all look the same on…

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…

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…

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…

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…

Before choosing a method, work out what the avoiding is doing for the person. Two children keeping away from the same building can need opposite things.

A technique that sounds right is not the same as one aimed at whatever is holding the problem in place. Ask what the hours at home actually contain,…

With an older teenager the pull is often not fear at all. The day at home is better: sleep, screens, and friends who are also not going.

Anxiety work goes nowhere against this, because there is little anxiety left to work on. What changes it is the shape of the day, with the good…

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.…

You cannot outbid a bedroom with unlimited gaming and a free afternoon. Free access has to shrink before an earned version means anything at all.

With an older teenager this goes better as a conversation about arrangements than about character: the wifi and the console sit behind the school…

A chart imposed on a fifteen year old will be beaten, ignored or fought. Agree the terms with them instead, in a conversation where they can genuinely change something.

Ask what they think would help, what they would want in return, and what feels unfair about the current version. You are not handing over the goal,…

If escape is holding the pattern in place, the plan closes off the escape a step at a time. If what waits at home is holding it, the plan moves those good things to the other side of the effort.

Most stuck cases are stuck because only one half was addressed. A careful ladder of steps does very little while the afternoon at home is still the…

If a child is at home, run the day as though it were a school day. Same wake time, same breakfast, bag packed, work starting when lessons would have started.

Ten hours of sleep followed by a slow morning turns home into somewhere far nicer than school, and a body clock that drifts later makes the next…