Sorca Clarke (Longford-Westmeath, Sinn Fein)
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296. To ask the Minister for Education and Skills the supports and resources that are available to children with dyspraxia in primary schools in counties Longford and Westmeath. [60473/22]

Sorca Clarke (Longford-Westmeath, Sinn Fein)
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297. To ask the Minister for Education and Skills the supports and resources that are available to children with dyspraxia in secondary schools in counties Longford and Westmeath. [60474/22]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I propose to take Questions Nos. 296 and 297 together.

I thank the Deputy for the questions raised and would advise the following:

Enabling children with special educational needs to receive an education is a priority for this Government.

For 2022, my Department will spend in excess of €2.3 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.

For 2023, this spend will be substantially increased by over 10%, meaning that for 2023 my Department will spend over €2.6 billion on special education.

This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.

The Department provides for a range of services and supports to ensure that children of school going age with Special Educational Needs, including children with Dyspraxia, can have access to an education appropriate to their needs.

The functions of the National Council for Special Education (NCSE) include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE).

The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required.  The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.

The NCSE provides for support for teachers with additional training needs in the area of Dyspraxia through the NCSE Support Service which manages, co-ordinates and develops a range of supports in response to identified teacher training needs.

The NCSE Support Service provides Teacher Professional Learning (TPL) support for teachers of pupils with Dyspraxia through an Inclusive Learning Resource Teachers course as well as an online resource facility and an online book borrowing facility. The Support Service continues to update current Teacher Professional Learning (TPL) courses for teachers and design new TPL courses in response to the needs of teachers.

Detailed information on the comprehensive programme of Teacher Professional Learning seminars on a variety of special educational needs topics is published on the NCSE website. 

Students with Dyspraxia may be entitled to additional teaching provision in school, under the Special Education Teaching model. The Special Education Teaching (SET) allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This model has replaced the previous model of allocating resource teaching support and learning support to schools based on a diagnosis of disability.

The Special Education Teacher allocation, allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.

The allocation gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.

The school will take account of learning needs of children as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.

The Department of Education has published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model. The guidelines support schools in how they identify pupils for additional teaching support and decide how much support to provide for pupils who need it.These guidelines are available at www.gov.ie/en/publication/edf64-guidelines-for-primary-schools-supporting-pupils-with-special-educational-needs-in-mainstream-schools/

The guidelines will support schools in how they identify students, including students with Dyspraxia/DCD for additional teaching support, and decide how much support to provide, taking into account the extent and severity of their needs.

A process is available where schools can seek a review of their SET allocation by the National Council for Special Education (NCSE), including the utilisation of their allocations. Detailed information on the NCSE review process is published on the NCSE website 

In circumstances where students with Dyspraxia/Developmental Coordination Disorder (DCD) have care needs to the extent that the school considers SNA support is required for them to attend and access the curriculum, they may be supported by Special Needs Assistants.

SNA support is provided specifically to assist recognised primary, post primary and special schools to cater for the care needs of students with disabilities in an educational context, where the nature of these care needs have been outlined in professional reports as being so significant that a student will require adult assistance in order to be able to attend school and to participate in education, in accordance with the criteria set out in my Departments Circular 30/2014.

SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school.  SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated. 

Schools can apply to the NCSE for an Exceptional Review of their SNA allocation and detailed information on the NCSE Exceptional Review process is published on the NCSE website:ncse.ie/application-for-sna-exceptional-review.

The NCSE will endeavour to respond to all applications for Exceptional Review received as expediently as possible and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools. The Exceptional Review process for mainstream allocations will be available to schools throughout the 2022/23 school year.

Funding is also provided to schools towards the cost of assistive technology, for children with special educational needs which is essential for educational purposes, to assist children with special educational needs in Primary, Post Primary and Special schools, in accordance with the criteria set out in my Department's Circular 0010/2013.

Detailed information on the application process is published on the NCSE website: ncse.ie/assistive-technology

All post primary school students with special needs may have special arrangements made for them while sitting State examinations such as the Leaving Certificate and Junior Certificate. Candidates with disabilities can apply through their school for reasonable accommodation during examinations. Further details of supports are available from the State Examinations Commission (SEC) Reasonable Accommodations Section.

At third level, the National Office for Equity of Access to Third Level Education, within the Higher Education Authority (HEA), administers a number of access measures including the Fund for Students with Disabilities (FSD), the purpose of which is to assist students with disabilities.A range of supports are available at third level colleges to support students who have disabilities or special educational needs. Details of the additional support and services that are available for students with medical conditions/disabilities at third level colleges will be provided by the Disability Officers at each college.

The supports which will be provided for students with special educational needs, including Dyspraxia/Developmental Coordination Disorder (DCD), will take account of the needs that each student has and the type of college or course that they are attending.

Students with disabilities or severe medical conditions should contact the Disability Office before the beginning of the academic year to find out what disability supports will be available to them and will need to discuss with the Disability/Access Officer in the college/university details of their needs based requirement in college.

Réada Cronin (Kildare North, Sinn Fein)
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298. To ask the Minister for Education and Skills if she will establish a multi-agency, specialist working group to examine and propose a process for assessing school placement breakdowns, both before and after they happen, given the complex needs involved, physical, neurological and intellectual and the innate vulnerability of the children; and if she will make a statement on the matter. [60574/22]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I would like to thank the Deputy for the question and would like to advise the following:

Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.

It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).

For 2022, my Department will spend in excess of €2.3 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.

For 2023, this spend will be substantially increased, by over 10%, meaning that my Department will spend over €2.6 billion on special education.

This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.

This includes funding to support children with special educational needs in mainstream classes, funding for new special classes and new special school places, and of course, additional special educational teachers and special needs assistants. 

While the majority of children with special educational needs are supported to access mainstream classes, some children with more complex needs may require a special class or special school placement. A professional report recommending a special education placement is required to access a special class or special school placement. These reports are normally also required by schools as set out in their Admission Policies to ensure that special education places are allocated to students appropriately and resources are targeted to meet those children in most need.

Schools may prioritise the involvement of their NEPS psychologist to supporting the transition of a student with more significant needs as part of the NEPS individual casework service to that school. This work is undertaken in collaboration with the school, parents, student and other professionals and agencies to facilitate an effective transition process and is set out in a written report.

My Department is currently undertaking some initial work in relation to reviewing how children with special educational needs currently access special educational provision and how their placement is reviewed on an ongoing basis

This piece of work is at the very initial stages, and is part of a wider range of initiatives been undertaken by my Department and the NCSE in relation to the forward planning of special education provision.

Initially this work involves my Department, including the Inspectorate and NEPs, and the NCSE. It is envisaged that broader stakeholder engagement will be required on this important and sensitive issue for parents and children with SEN. 

This group will examine the requirement for professional reports and how they can be accessed in an equitable manner.

Specifically in relation to post-primary, my Department and the NCSE are currently also considering how we can support schools to maximise the integration opportunities for students in special classes. It is essential that these students can access mainstream classes and subjects as much as is possible at post-primary level.

In 2023, there will be a significant investment in the expansion of the NCSE, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.

Funding will also be provided for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.

Where there are concerns in relation to a school breakdown, parents and/or the school can contact the NCSE for support, advice and guidance. Schools can also apply to the NCSE for a review of staffing resources as well.

I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an appropriate education.

Réada Cronin (Kildare North, Sinn Fein)
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299. To ask the Minister for Education and Skills if her Department will examine the situation in cases in which disciplinary action is taken against children for behaviours caused by their conditions, when they have no control over these behaviours and therefore have no intention to disturb or offend; her views on whether these disciplinary measures are fair or equitable in such circumstances; and if she will make a statement on the matter. [60575/22]

Réada Cronin (Kildare North, Sinn Fein)
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300. To ask the Minister for Education and Skills if an audit has been carried out or will be undertaken on restraint, seclusion, isolation, punishment and other invasive physical actions taken under the broad heading ‘necessary actions’ given such actions would be deemed unacceptable in the mainstream school system; if such an audit will be undertaken each year; and if she will make a statement on the matter. [60576/22]

Réada Cronin (Kildare North, Sinn Fein)
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301. To ask the Minister for Education and Skills if her Department has considered instances in which the isolation of a child in a locked room makes that holding place essentially a cell for that child who is also innately vulnerable due to their disabilities (details supplied); and if she will make a statement on the matter. [60577/22]

Réada Cronin (Kildare North, Sinn Fein)
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302. To ask the Minister for Education and Skills if her Department has any plans to remove and forbid ‘prone restraint’ as a common or daily practice in the matter of children with vulnerability and disability; if an audit has been undertaken on its use or will be instigated; if a report is required on each incident of use of this extreme intervention in the matter of a child; if not, in the interest of child welfare and protection, if such a report should and will be required; and if she will make a statement on the matter. [60578/22]

Réada Cronin (Kildare North, Sinn Fein)
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303. To ask the Minister for Education and Skills if her Department will instigate an independent, expert review of physical actions such as restraint, seclusion, isolation and prone restraint taken against children in special education; if so, if a report of its findings and conclusions will be published; and if she will make a statement on the matter. [60579/22]

Réada Cronin (Kildare North, Sinn Fein)
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304. To ask the Minister for Education and Skills if her Department is satisfied that the treatment of children with special-education needs is as humane, compassionate and equitable as possible, in keeping with international best practice in 21st century models and as that of children in the mainstream school system, and upholding the norms of health and safety for children; and if she will make a statement on the matter. [60580/22]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I propose to take Questions Nos. 299 to 304, inclusive, together.

The Board of Management of each school is responsible for the care and safety of all of the pupils in their school. Schools should supervise and support children who are distressed or exhibiting behaviours which are of concern to others until they have recovered and are able to re-engage in the classroom. In some circumstances this may mean the temporary removal of a child from the environment where the problems have arisen.

Schools owe a duty of care to all their students and any action taken in relation to managing behaviour must be proportionate.

Tusla's Educational Welfare Service, has published guidelines for schools on Codes of Behaviour which all schools are required by law to have in place. The guidelines advise that specialised behaviour management strategies, such as the use of restraint, should not be used without expert advice, training and monitoring. In particular, the guidelines point to certain sanctions which are regarded as inappropriate, including leaving a student in an unsupervised situation while in the care of the school. All parents must be made aware of behaviour management strategies employed by the school.

Schools may seek advice from their local National Educational Psychological Services psychologist, from the NCSE’s Support Service which includes Special Educational Needs Organisers, the National Behavioural Support Service and the Special Education Support Service, as to how children with behavioural needs can best be supported in school.

Training is available for schools in relation to the provision of support for children with special educational needs from the NCSE’s Regional Support Service. This service can, as part of the designated training modules, provide guidance for schools in relation to the management of difficult behaviour. 

A range of guidance is available for schools in relation to the management of student behaviour. The Department published Guidelines for Supporting Pupils with Behavioural, Emotional, and Social Difficulties, which is available on the Department’s website, www.education.ie. The National Educational Psychological Services document Behavioural, Emotional and Social Difficulties – A Continuum of Support also provides advice for teachers, including some advice on the use of “time out” procedures in the classroom.

Further to the receipt of policy advice from the NCSE, the Department of Education established an Expert Working Group to develop guidelines for schools on the prevention and management of challenging behaviours (including the use of physical interventions) where such behaviour is considered as likely to present serious risk of physical harm to the student concerned and/or others within the school environment.

Development of the Guidelines has been informed by evidence showing that whole school positive behavioural approaches and early and ongoing engagement with the school community, including parents/guardians, are necessary for the development of effective school policy and practice.

Following consideration of the views and contributions received as part of the consultation process, a final draft of the guidelines has been prepared and is being considered by the Department.  They place a strong focus on prevention and early intervention strategies for the management of crisis situations in which physical intervention may be employed only as the last part of a comprehensive, positive and planned behavioural approach by the school. They are underpinned by the principles that such intervention is never used for the purposes of discipline; that it should be applied proportionately and should last only as long as is necessary to de-escalate the situation. The guidelines underline the importance of continued supervision of children during a crisis period including matters related to behaviour and the need for such incidents to be recorded.

The guidelines when issued will apply to all schools. In this regard, consideration is being given to the implementation of guidelines by schools including the kind of supports and training that may be required.

Réada Cronin (Kildare North, Sinn Fein)
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305. To ask the Minister for Education and Skills the channels of co-operation and communication that exist between her Department and Tusla in the matter of physical actions and disciplines taken by teachers and other staff working with children with special educational needs; and if she will make a statement on the matter. [60581/22]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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The Tusla Education Support Service (TESS) operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the Statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison Scheme (HSCL) and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, families and other relevant services to achieve the best educational outcomes for children and young people including;

(i) Improved Attendance

(ii) Improved Participation

(iii) Improved Retention

Further to the receipt of policy advice from the NCSE, the Department of Education established an Expert Working Group to develop guidelines for schools on the prevention and management of challenging behaviours (including the use of physical interventions) where such behaviour is considered as likely to present serious risk of physical harm to the student concerned and/or others within the school environment.  Membership of the Working Group includes a representative from Tusla's Educational Welfare Service.

Development of the Guidelines has been informed by evidence showing that whole school positive behavioural approaches and early and ongoing engagement with the school community, including parents/guardians, are necessary for the development of effective school policy and practice.

Following consideration of the views and contributions received as part of the consultation process, a final draft of the guidelines has been prepared and is being considered by the Department.  They place a strong focus on prevention and early intervention strategies for the management of crisis student behaviour in which physical intervention may be employed only as the last part of a comprehensive, positive and planned behavioural approach by the school. They are underpinned by the principles that such intervention is never used for the purposes of discipline; that it should be applied proportionately and should last only as long as is necessary to de-escalate the situation. The guidelines underline the importance of continued supervision of children during a crisis period including matters related to behaviour and the need for such incidents to be recorded.

The guidelines when issued will apply to all schools. In this regard, consideration is being given to the implementation of guidelines by schools including the kind of supports and training that may be required. 

A range of guidance is available for schools in relation to the management of student behaviour. The Department published Guidelines for Supporting Pupils with Behavioural, Emotional, and Social Difficulties, which is available on the Department’s website, www.education.ie. The National Educational Psychological Services document Behavioural, Emotional and Social Difficulties – A Continuum of Support also provides advice for teachers, including some advice on the use of “time out” procedures in the classroom.

Tusla's Educational Welfare Service, has published guidelines for schools on Codes of Behaviour which all schools are required by law to have in place. The guidelines advise that specialised behaviour management strategies, such as the use of restraint, should not be used without expert advice, training and monitoring. In particular, the guidelines point to certain sanctions which are regarded as inappropriate, including leaving a student in an unsupervised situation while in the care of the school. All parents must be made aware of behaviour management strategies employed by the school.

Schools may seek advice from their local National Educational Psychological Services psychologist, from the NCSE’s Support Service which includes Special Educational Needs Organisers, the National Behavioural Support Service and the Special Education Support Service, as to how children with behavioural needs can best be supported in school.

Training is available for schools in relation to the provision of support for children with special educational needs from the NCSE’s Regional Service. The Special Education Support Service can, as part of their designated training modules, provide guidance for schools in relation to the management of difficult behaviour.

Réada Cronin (Kildare North, Sinn Fein)
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306. To ask the Minister for Education and Skills if actions such as suspensions, exclusions, isolations, restraint and prone restraint appear in inspection reports; if not, if they will appear in reports as soon as possible; and if she will make a statement on the matter. [60582/22]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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Schools are obliged to maintain records of students’ attendance.   Student Absence Reports (SAR) are submitted by schools to Tusla twice a year for those students absent from school for a cumulative total of 20 days or more.  Only children over the age of 6 years and children who have not reached the age of 16 years or have not completed 3 years of post-primary education, whichever occurs later, are included, in accordance with the legislation which stipulates that attendance is compulsory from ages 6 to 16.   The Education Welfare Service (EWS) must also be informed when a school intends to suspend a student for a period of not less than 6 consecutive school days or where the Board of Management has agreed to expel a student.   In addition each school should complete and submit an Annual Attendance Report (AAR) to Tusla within 6 weeks of the end of the school year.  The AAR is a whole school report on the attendance of all students in the school including those aged under 6 and over 16 (students attending PLC or adult education courses should not be included).

Tusla Education Support Services (TESS) publish an Annual Attendance Report on the levels of school attendance each year. This report provides details on rates of non-attendance, expulsion, and suspensions in all primary and post-primary schools at national level. 

The published reports are available at - Research and StatisticsTusla - Child and Family Agency 

The Inspectorate of the Department of Education works to improve the quality of learning for children and young people in Irish schools, early learning and care settings, centres for education and other learning settings. This is done through the provision of high quality evaluation, analysis and advice.

Inspections are carried out in accordance with Section 7(2)(b) and Section 13(3)(a)(i) of the Education Act 1998, and with the Code of Practice for the Department of Education Inspectorate (2022).

Responsibility for school improvement rests primarily with the board of management, principal and staff of individual schools and school management and teachers are encouraged to reflect on the quality of teaching, learning and student achievement in their schools.   External inspections of schools facilitate improvement and change in schools.   They provide an external perspective on the work of the school. 

Inspectors and inspection reports provide judgements on the quality of provision in a school, affirm the aspects of practice that are working well and help to inform and complement the school’s self-evaluation process.   Recommendations in inspection reports provide important direction for the school community as it seeks to bring about ongoing school improvement. Almost all inspection types focus on the quality of teaching, learning, assessment and student achievement. Depending on the focus of the evaluation, they may also focus on the quality of support for students, the quality of action planning for school improvement, and the quality of leadership and management.

As part of all school inspections, the Inspectorate evaluates and reports on the work of the school in creating a school culture that prevents and tackles bullying and/or implementing key aspects of the Anti-Bullying Procedures for Primary and Post-primary Schools (2013). These procedures give direction and guidance to school authorities and school personnel on how to prevent and address school-based bullying behaviour, and on how to deal with any negative impact within school of bullying behaviour that occurs elsewhere.  As part of whole-school type evaluation work, inspectors review schools’ published code of practice and make judgements in relation to its application in classrooms and across the school.

Réada Cronin (Kildare North, Sinn Fein)
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307. To ask the Minister for Education and Skills if she will examine current recruitment and training processes of boards of management involved with children with special educational needs, to ensure the members recruited have the expertise sufficient to their duties and responsibilities to this vulnerable cohort particularly in their capacity to act with fairness, impartiality, inclusivity and in the best interest of the child and its privacy, dignity and educational rights; and if she will make a statement on the matter. [60583/22]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I would like to thank the Deputy for the question and advise the following:

The National Council for Special Education (NCSE) is an independent statutory agency which has been established under the provisions of the Education for Persons with Special Educational Needs Act, 2004.

The NCSE was set up to improve the delivery of education services to persons with special educational needs arising from disabilities. The NCSE has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. 

The aim of the NCSE is to support an inclusive education system that enables students and adults with special educational needs to achieve their potential.

The NCSE works with schools to develop schools’ capacity to support students with special educational needs and to promote a continuum of educational provision which is inclusive and responsive.

Training is available for schools in relation to the provision of support for children with special educational needs from the NCSE’s Regional Service.

 The NCSE Support Service provides:

- Continual Professional Development (CPD) and support for teachers in the area of special educational needs (SEN) to enhance the quality of learning and teaching in relation to SEN provision

- Support and expertise to schools on issues related to behaviour

- Support for the allocation of teaching and care supports to schools.

The aim of the NCSE Support Service is to develop schools’ capacity to include students with special educational needs and to promote a continuum of educational provision which is inclusive and responsive.

The NCSE School Support Portal is the platform through which schools can apply to the NCSE for in-school support for whole staff, group and individual teachers. Support may be in the form of telephone support, email support, video conferences and, in circumstances where public health advice permits, a school visit, or a whole school seminar. Teachers may also apply for funding to attend approved teacher professional development courses.

In accordance with the provisions of the Education Act, 1998 it is the duty of the school patron, for the purposes of ensuring that a recognised school is managed in a spirt of partnership, to appoint where practicable a board of management the composition of which is agreed between patrons of schools, national association of parents, recognised school management organisations, recognised trade unions and staff associations representing teachers and the Minister.  The agreed composition and procedures for the appointment of Boards of primary schools are set out in my Department’s publication “The Governance Manual for Primary Schools 2019 – 2023”.

The Education Act 1998 provides, inter alia, that it is the duty of the Board to manage the school on behalf of the patron, for the benefit of the students and their parents and to provide or cause to be provided an appropriate education for each student at the school.  Boards of management are supported through advice and training provided by the relevant school management bodies.  In this regard the National Association of Boards of Management in Special Education (NABMSE) is the recognised school management body for boards of management of special schools and mainstream primary and post-primary schools providing education for pupils with special educational needs.

Réada Cronin (Kildare North, Sinn Fein)
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308. To ask the Minister for Education and Skills if the term 'school refusal' will be removed and replaced with the more appropriate 'school-based anxiety', thereby removing a narrative of intent and blame from children and families and recognising the mental health challenges faced by many children struggling to attend school; and if she will make a statement on the matter. [60585/22]

Réada Cronin (Kildare North, Sinn Fein)
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309. To ask the Minister for Education and Skills if her Department will establish a school return pathway that is psychology-led and trauma-informed, geared around the needs of each individual child; if so, if such a pathway and return will be guaranteed by her Department; and if she will make a statement on the matter. [60586/22]

Norma Foley (Kerry, Fianna Fail)
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I propose to take Questions Nos. 308 and 309 together.

Difficulty with school attendance is a complex issue that often requires an integrated response from schools, parents and support services.  Supports may be provided by the Tusla Education Support Services (TESS), the National Educational Psychological Service (NEPS) of the Department, the National Council for Special Education, the HSE and other appropriate child and family services.

While the term ‘school refusal’ was commonly used in the past, it is recognised that this term can imply control and non-compliance on the part of a child or young person. When describing behaviours of children and young people who experience emotional distress relating to attending school NEPS has used the term reluctant school attendance and more recently the term ‘Emotionally Based School Avoidance (EBSA)’ which is being used more widely in Ireland and the UK.

The term ‘Emotionally Based School Avoidance’ acknowledges the role of emotions in the challenge of school attendance. 

NEPS is currently finalising guidance which will provide schools and parents with an overview of Emotionally Based School Avoidance and best practice in supporting children and young people to overcome it. It is so important to support these children and young people who find attending school or remaining in school for the entire day difficult due to emotional factors, including anxiety. The guidance from NEPS encourages schools to use a four stage problem solving model to identify the problem, gather information about why it may be happening, plan supports for children and young people who experience Emotionally Based School Avoidance and review the outcomes of implementing these supports.

NEPS psychologists can support school communities with Emotionally Based School Avoidance management at all stages of the Continuum of Support.

My Department supports a whole school approach to wellbeing which is outlined in the Wellbeing Policy Statement and Framework for Practice. This whole school approach to wellbeing leads to a reduction in risk factors and an increase in protective factors, leading to better outcomes for all. Good practice for promoting emotional wellbeing and positive mental health also applies to Emotionally Based School Avoidance.