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Supporting pupils with emotionally based school avoidance and SEMH needs through a bespoke curriculum
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WSS-A3-181_WM_AET_3.pdf
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
At this inclusive primary school serving a high-deprivation community, a small group of Year 5 pupils experienced emotionally based school avoidance (EBSA), posing safeguarding risks and limiting curriculum access. Using pupil and parent voice, leaders designed a bespoke Preparation for Adulthood (PfA) curriculum focused on SEMH, independence and engagement, underpinned by Thrive profiling, ELSA support and practical learning (coding, cooking, forest school). Learning was deliberately reconnected to mainstream lessons through presentations and shared projects. Evidence of impact includes 100% morning classroom attendance, improved overall attendance, reduced behavioural incidents, increased engagement, positive parental feedback, and pupils choosing greater participation in mainstream lessons.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), emotionally based school avoidance, preparation for adulthood, life skills, forest school