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An analysis of UK local authority (LA) emotionally based school avoidance (EBSA) guidance.

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Title: An analysis of UK local authority (LA) emotionally based school avoidance (EBSA) guidance.
Authors: Hammond-Price, Claudia (AUTHOR), Bond, Caroline (AUTHOR), Hatton-Corcoran, Shannon (AUTHOR), Lyons, Rachel (AUTHOR)
Source: Educational Psychology in Practice. Sep2025, Vol. 41 Issue 3, p332-352. 21p.
Subjects: School attendance, School absenteeism, Educational counseling, Educational psychologists, Local government, Evaluation methodology
Geographic Terms: United Kingdom
Abstract: School attendance difficulties including emotionally based school avoidance (EBSA) are an ongoing concern. Over recent years, local authorities (LAs) have provided guidance for school staff and other professionals in addressing EBSA. Educational psychologists (EPs) have written or contributed significantly to guidance. In order to establish what guidance UK LAs are providing for schools and to support future refinement of EBSA guidance through a newly created evaluation tool, this current review analysed 48 UK LA EBSA guidance documents obtained between June and August 2023. Common elements were consideration of context, underlying principles, evidence base, practical support and resources. Implications for practice, limitations, and potential future research are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: An analysis of UK local authority (LA) emotionally based school avoidance (EBSA) guidance.
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  Data: <searchLink fieldCode="AR" term="%22Hammond-Price%2C+Claudia%22">Hammond-Price, Claudia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bond%2C+Caroline%22">Bond, Caroline</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hatton-Corcoran%2C+Shannon%22">Hatton-Corcoran, Shannon</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lyons%2C+Rachel%22">Lyons, Rachel</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+in+Practice%22">Educational Psychology in Practice</searchLink>. Sep2025, Vol. 41 Issue 3, p332-352. 21p.
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  Data: <searchLink fieldCode="DE" term="%22School+attendance%22">School attendance</searchLink><br /><searchLink fieldCode="DE" term="%22School+absenteeism%22">School absenteeism</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+counseling%22">Educational counseling</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychologists%22">Educational psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Local+government%22">Local government</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Label: Abstract
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  Data: School attendance difficulties including emotionally based school avoidance (EBSA) are an ongoing concern. Over recent years, local authorities (LAs) have provided guidance for school staff and other professionals in addressing EBSA. Educational psychologists (EPs) have written or contributed significantly to guidance. In order to establish what guidance UK LAs are providing for schools and to support future refinement of EBSA guidance through a newly created evaluation tool, this current review analysed 48 UK LA EBSA guidance documents obtained between June and August 2023. Common elements were consideration of context, underlying principles, evidence base, practical support and resources. Implications for practice, limitations, and potential future research are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=187437328
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      – Type: doi
        Value: 10.1080/02667363.2025.2486161
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      – Code: eng
        Text: English
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      – SubjectFull: School attendance
        Type: general
      – SubjectFull: School absenteeism
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      – SubjectFull: Educational counseling
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      – SubjectFull: Local government
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      – SubjectFull: United Kingdom
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            – D: 01
              M: 09
              Text: Sep2025
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