A focused half-day masterclass providing school staff with practical strategies and evidence-based approaches to identify, understand, and support Emotionally Based School Avoidance (EBSA) in neurodiverse learners, in alignment with national guidance and inclusive education principles.
This interactive masterclass explores how schools can respond effectively to EBSA through a neuro-affirming lens, recognising the sensory, emotional, and communication needs that often underpin persistent absence. Grounded in the DfE’s 2024 ‘Working Together to Improve School Attendance’, the SEND Code of Practice (2015), and guidance on ‘Working in Partnership with Parents and Carers’, the session supports whole-school responsibility for attendance and wellbeing.
Participants will examine real-world case studies, early-intervention frameworks, and co-produced support planning that bridges attendance, mental health, and SEND practice. The course promotes proactive collaboration between staff, families, and external agencies, building confidence to re-engage students compassionately and sustainably.
Delivered by an expert in attendance and inclusion, this session equips schools with the insight and tools to embed attendance support as part of a holistic, relationship-based culture of belonging and meaningful attendance.
WHO SHOULD ATTEND
This masterclass is designed for school leaders, teachers, SENCOs, supportstaff, pastoral teams, attendance officers, education welfare officers, senior mental health leads, and administrative or office staff working in mainstream primary and secondary schools as well as specialist provisions
KEY LEARNING OBJECTIVES
By the end of this mastermind, participants will be able to:
Understand the definition and presentation of EBSA
Recognise how neurodiversity (e.g. autism, ADHD, sensory processing differences) interacts with emotional wellbeing and attendance.
Identify early signs and risk indicators for EBSA across key stages.
Apply principles from the DfE 2024 attendance guidance and SEND Code of Practice to support neurodiverse students.
Develop strategies for collaborative, graduated responses involving staff, families, and professionals.
Explore practical classroom and environmental adjustments that reduce barriers to attendance.
Enhance communication and co-production with parents and carers in line with DfE partnership guidance.
Implement supportive reintegration plans and emotionally safe return-to-school approaches.
Strengthen whole school understanding of the link between inclusion, wellbeing, and attendance.
Reflect on practice and plan next steps for embedding EBSA support into school improvement priorities.
FACILITATOR
Kelly is a Mental Health and Wellbeing Consultant, serving as the Director and founder of Mind Work Matters Ltd., with a focus on prioritising wellbeing and people in education. Renowned as an award-winning motivational speaker, author, and creator of the ‘Family Matters’ programme, Kelly’s expertise extends to advising on school improvement and cultivating healthy work cultures. Employing a systemic approach, she collaborates with various stakeholders, including local authorities, MATS, and pastoral teams, to promote healthy environments and provide expert training for Senior Mental Health Leads. Her strategies empower individuals in education to thrive amidst challenges, enhancing aspirations, engagement, attendance, and outcomes. Recently, Kelly has spearheaded the DFE Wellbeing for Education Return project and continues to lead education development processes, earning recognition from the DfE, NCB, The Anna Freud Centre, and The Education Support Partnership as a key influencer in mental health and wellbeing within education.
