An Appreciative Inquiry into How Primary and Secondary Schools Support Emotionally Based School Avoidance

This research sought to gather data using a sequential mixed methodology to explore Emotionally Based School Avoidance in a local authority situated within the West Midlands.
Using a quantitative and qualitative mixed methodology to collect data, this thesis reports on a study investigating Emotionally Based School Avoidance, by carrying out an appreciative interview to discover how schools have successfully supported Emotionally Based School Avoidance cases.
The following two research questions drove this research study:
⮚ Research Question One: Have schools within the local authority seen an increase in children and young people who are not attending school due to Emotionally Based School Avoidance since the COVID-19 Pandemic?
⮚ Research Question Two: What interventions are schools in a locality within the local authority currently using to support children and young people facing Emotionally Based School Avoidance-related difficulties accessing their learning? What does success look and feel like for schools, and how is success measured?