I’m a mum of two teenage children and have been a teacher in mainstream primary for around 20 years. I am keen to support this project from both a professional school based angle, and also as a parent of children who have both struggled with school attendance in the past.

My daughter found the school environment difficult from day one, which showed only in her behaviour and anxiety levels at home, but has managed to remain in mainstream school. My son has really struggled with his mental health and ended up out of school for nearly two years at the beginning of his secondary education. I have experienced some of the difficulties families face when dealing with EBSNA and trying to advocate for their children’s needs.

I have also experienced EBSNA as a class teacher, where a child appears ‘fine in school’ but based on reports from parents and carers, clearly is not ‘fine’ at all. I am hopeful that this research project will aid an understanding in schools as to what needs to be offered to young people who are finding the school environment difficult, to enable them to thrive in their education journey.

I’m the founder of Blue Squid Learning, a small alternative education setting in Cambridgeshire for 9–16 year olds who find school attendance difficult because of anxiety or other emotional challenges.

My work focuses on rebuilding confidence, trust and curiosity through a flexible, relational approach. After almost twenty years as a teacher, senior leader and SENDCO, I’ve seen how the right environment can completely change a child’s trajectory.

I’m now also developing Ithaca School, an independent school opening in 2027, which will take that same philosophy full-time. I’m delighted to bring a practitioner’s voice to the research on emotionally based school absence.

I am a Specialist Family Support Worker for Nessie In Ed where my focus is supporting parents/carers of Children and Young People struggling with EBSA. 

 I am passionate about creating an inclusive education system for all and believe this can only be done by creating a strong community where children, parents/carers and teachers are not only heard but listened to. I have been advocating for families since 2017, and  held/hold a number of roles in the community where I have been able to support young people through youth work and other initiatives.

I am a single parent to two sons who both struggled to attend school for a number of years which has given me first hand experience of the challenges faced by families who are affected by EBSNA and the misconceptions that are often voiced by society.  

Mental Health and Wellbeing must be built into the foundation of the education system to ensure that we a healthy thriving future generation.

I am a proud mum of two children, one has just started secondary school, and the other is in primary school. I have been a teacher for 18 years, teaching learners of all ages. Having started in secondary education I made the change to primary 6 years ago and currently teach reception in a local infant school.

Navigating the SEND support system can be challenging, and as both a parent and a professional, I am committed to finding ways to support my own children and those in my classroom. Both of my children have faced difficulties in school, and at ages 10 and 12, these challenges have already shaped our family’s journey.

As a parent I have experienced the struggles of a child with Emotionally Based School Avoidance and I have also seen this from a teacher’s perspective where a child presents very differently at school compared to home, and the complexities that come with that.

It is vital that mental health and wellbeing is addressed further within the education system. My hope is that this research like this will lead to the development of effective school-based programmes that enable children experiencing EBSA to thrive in their learning journey and thus have a positive impact on their family life.