Alternative Provision for School Refusal (EBSA): A Trauma-Informed Guide for Parents
Alternative Provision for School Refusal (EBSA): A Trauma-Informed Guide for Parents
If your child is struggling to attend school, you're not failing. This guide explains what alternative provision is, what the evidence says, and how to take the next step calmly.
A quick note if you're overwhelmed
If you're reading this, there's a good chance mornings in your household are difficult. Maybe your child is tearful, withdrawn, angry, or physically unwell before school. Maybe they haven't been to school in weeks — or months. Maybe you've been told it's a phase, a choice, or a parenting problem.
It isn't. And you are not alone.
In England, 18.4% of children — around 1.67 million — were identified as having some form of SEND in January 2024, up from 17.3% the year before. Pupils with SEND have significantly higher absence and persistent absence than their peers. This is not a rare exception. It is a system-wide pattern.
School refusal driven by anxiety, overwhelm or unmet needs is one of the most common reasons families contact us. If this is where you are, you've already taken a step by looking for information. Keep going.
What "school refusal" and EBSA can look like
EBSA — Emotionally Based School Avoidance — is the term increasingly used by professionals to describe non-attendance driven by emotional distress rather than deliberate defiance. It recognises that the child is not choosing to be difficult. They are overwhelmed.
Signs it's distress, not defiance
- Physical symptoms — stomach aches, headaches, nausea, sleep disruption — that appear before school but improve at weekends or holidays
- Tearfulness, panic, withdrawal, or shutdown in the hours before school
- A child who wants to go but feels unable to
- Gradual decline in attendance rather than a sudden refusal
- Previous success at school followed by deterioration — often linked to a change, a transition, or a build-up of unmet need
Why mornings can become the flashpoint
Mornings concentrate every anxiety into a single moment: the transition from safety to uncertainty. For a child whose nervous system is already on high alert — because of sensory overload, social fear, previous negative experiences, or unprocessed trauma — that transition can feel genuinely impossible. This is not laziness. It is a stress response.
You're not alone: SEND need is rising in England
The national picture
1.67m
Children identified with SEND in England (Jan 2024)
483,000
Pupils with an EHCP (up 11.1% year-on-year, doubled since 2016)
~8,000
Secondary special school places over capacity nationally
Why specialist places feel so hard to find
Secondary special schools in England are operating thousands of places over capacity. The Public Accounts Committee has described the SEND system as "in disarray," with high-needs deficits pushing local authorities toward financial breaking point. Leaders' organisations have warned the system is "on the brink of collapse" as demand for EHCPs and specialist placements outstrips both funding and availability.
This helps explain why many families feel they have to fight for support, and why settings that can offer specialist, intensive provision — even when they look "over-resourced" on paper — are doing exactly what the system needs more of.
If you want to understand the different types of settings available, our guide to what an SEN school is explains the landscape in plain English.
What parents are often told — and what's missing
Common myths that can delay support
Misconceptions worth addressing gently
"School refusal is bad parenting or defiance"
RealityEBSA is most often a stress response — driven by overwhelm, fear, sensory difficulty, or unmet needs. Blame makes it worse. Understanding makes it better.
"Alternative provision isn't real school"
RealityHigh-quality AP is structured, purposeful, and outcome-focused. It follows a curriculum, tracks progress, and works toward qualifications. The difference is the environment, group size, and approach — not the seriousness of the education. You can read more about how SEN schools differ from mainstream.
"Horses and animals are just enrichment — not education"
RealityWhen delivered within a structured educational framework by trained staff, animal-assisted learning can support regulation, confidence, communication and engagement. It is not a standalone fix, but it can be a meaningful part of a wider approach.
"Small classes mean easier work and lower expectations"
RealitySmall groups often mean more targeted support, higher adult responsibility, and the ability to adapt in real time. Expectations are not lowered — they are personalised.
When attendance becomes a safeguarding concern
Some families have experienced the distressing situation where their child's low attendance leads to being labelled a "safeguarding concern." As one deputy head put it: "Imagine being 14 years old and carrying that label. That's heavy for a child to be burdened with."
Understanding the difference between a child who is at risk and a child who is in distress is crucial. Good practice starts with asking why a child isn't attending — not punishing the absence.
What alternative provision is (and what it isn't)
How good AP differs from "being sent out of school"
Alternative provision is not a punishment. It is not a last resort. At its best, it is a planned, purposeful bridge — helping a young person re-engage with learning in an environment that meets them where they are.
Good AP should include:
- A clear educational plan with learning objectives and qualifications
- Regular communication with families and referring schools or local authorities
- A safeguarding framework appropriate to the cohort
- A transition plan that supports gradual, safe steps
- Staff trained to work with SEND, SEMH, and trauma backgrounds
Who it can help
AP can support children and young people with SEND (including those with EHCPs), those with SEMH needs, those from trauma backgrounds, and neurodivergent young people who are struggling to access education in a mainstream or current specialist setting — particularly when attendance has broken down.
Why relationship-based education matters for EBSA
The role of predictable adults and safe boundaries
For a child who has been out of consistent education for months or years, the most important thing is not the curriculum. It is whether they feel safe enough to walk through the door.
Relationship-based education means every child has a key adult who knows them, checks in with them regularly, and responds calmly when things are difficult. It means senior leaders are visible — on the gates each morning, teaching on the timetable, available when needed. It means the response to dysregulation is not isolation, but connection: "Do you want to go and get a dog, and we'll walk up the drive and back?"
Micro-successes before academic pressure
Before a child can learn fractions or write an essay, they may need to learn to arrive. To stay for an hour. To sit in a room with three other people. To say "good morning" to a stranger on a dog walk. These are not small things for a child who has been in crisis. They are the foundation everything else is built on.
Why small groups can change everything
Regulation first, learning second
A dysregulated child cannot learn. This is not a theory — it is neuroscience. Small groups allow staff to notice the early signs of overwhelm and respond before a child reaches crisis point. That might mean adapting a lesson on the spot, offering a break, or simply sitting quietly with them until they feel ready.
Why outdoor, animal-supported provision can help some young people
What the research says (in plain English)
There is an emerging evidence base for equine and animal-assisted approaches in education. It is not a magic wand, and it does not work for every child. But for some young people — particularly those who struggle with traditional classroom environments — it can open doors that other approaches cannot.
Therapeutic riding research: self-regulation and social communication
A randomised controlled trial involving 127 children aged 6–16 with autism found that those in the therapeutic riding group showed improvements in self-regulation and social communication compared to controls. This is one of the stronger pieces of evidence in the field, though it is specific to the population and programme studied.
Education-based equine learning: trust, confidence, and teamwork
Qualitative research into equine-assisted learning in education has identified four consistent themes: relationships and trust, communication and confidence, achievement, and teamwork and participation. Importantly, improvements in these areas were reported to continue after the programme ended — suggesting transfer back into other learning contexts.
What this looks like in practice
At Changing Lives, the education through horses programme uses structured, purposeful activities — not simply "riding lessons." Students learn care, welfare, and riding skills alongside developing regulation, communication, and confidence. The dogs and small animals programmes offer similar benefits through routine, responsibility, and connection.
Not every child will want to be near animals initially, and that is absolutely fine. Good provision uses phased, choice-led introductions and alternative activities. The student's pace is always the starting point.
Safety and suitability: what you should expect a good setting to do
Safeguarding, risk assessments, and staff training
Any setting involving animals, outdoor environments, and vulnerable young people must have robust safeguarding arrangements. As a parent, you should expect:
- Clear supervision ratios and staff training qualifications
- Risk assessments for all activities, reviewed regularly
- Site rules and health and safety protocols you can see and understand
- Careful matching of activities to each pupil's needs and readiness
- Transparent communication about how safety is managed day-to-day
Choice, consent, and phased introductions
A child should never be forced to participate in an activity they are not ready for. Phased introductions might start with simply being outdoors, then being near animals at a distance, then alongside a trusted adult — building comfort gradually. Some children may never choose direct contact, and that is a valid outcome.
What progress can realistically look like in the first 6–12 weeks
Setting honest expectations
No school should promise guaranteed results. What we can say is that progress often starts with the basics — attending, trusting, staying — and builds from there. Academic progress follows emotional safety, not the other way around.
Early wins: routine, trust, time on site
In the first weeks, realistic progress often includes:
- A child arriving regularly, even if only for part of the day
- Reduced distress around transitions and mornings
- A developing relationship with a key adult
- Beginning to tolerate being in a small group
- Small moments of engagement — with an activity, an animal, or another person
Longer-term aims: learning, friendships, independence
Over months, aims typically extend to:
- Engagement with structured learning and working towards qualifications
- Developing social skills and friendships within the group
- Growing independence — travel training, budgeting, work experience
- Preparation for next steps: college, training, or supported employment
The ISA recently visited Changing Lives and published a detailed feature exploring exactly what this journey looks like — from non-attendance to engagement, qualifications, and real-world outcomes.
Featured by the Independent Schools Association
"This provision isn't a luxury. It's what happens when education is properly resourced for students with complex needs, challenging histories, and futures that depend on someone finally getting it right."
Read the full ISA featureNext steps: how to explore Changing Lives safely and calmly
How admissions and referrals work
Families can reach us through several routes: directly, through a current school, or via a local authority referral. We work across 8 local authorities, so we are familiar with different EHCP formats, referral processes, and looked-after children procedures. You can read more about how admissions and referrals work.
Visiting and planning a transition
Transitions are most successful when they are gradual, predictable, and led by the child's readiness. This usually means short visits first, meeting key adults, a clear plan agreed with family and professionals, and flexible steps that prioritise emotional safety before full-time timetables.
What to ask at an open day
Parent checklist for visiting a provision
- What qualifications can my child work toward here?
- What does a typical day look like — and how flexible is it?
- How do staff respond when a child is struggling or dysregulated?
- What safeguarding and risk assessment procedures are in place?
- Who will be my child's key adult, and how will communication with home work?
- What does the transition plan look like — and can it be adjusted?
- What outcomes should I realistically expect in the first term?
- Can the school be honest about whether this is the right fit for my child?
If you'd like to visit, ask questions, or simply talk through your situation, you're welcome to get in touch or see our upcoming open evenings. We're happy to be honest — including telling you if we're not the right fit.
You don't need to have all the answers before reaching out. Many families contact us simply because they need someone to listen, understand, and help them think about what's next. That's a perfectly good reason to get in touch.
Frequently Asked Questions
EBSA (Emotionally Based School Avoidance) is typically driven by distress or overwhelm, such as anxiety, sensory overload, or fear of school-based experiences. Truancy is more often associated with non-attendance without the same underlying emotional barrier. Many families find that understanding the reason behind non-attendance is the first step to finding the right support.
Alternative provision may be worth exploring when a child is not able to access learning in their current setting, attendance is persistently low, distress is escalating, or repeated attempts to reintegrate are not working. A supportive plan usually focuses on safety, relationships and routine before academic pressure.
Yes. Alternative provision can support children and young people with SEND, including those with EHCPs, when the placement and provision match the individual's needs. Families may access provision through their current school, a local authority route, or a referral process depending on the situation.
Trauma-informed practice means adults assume behaviour is communication, prioritise emotional safety, and reduce avoidable triggers. It includes predictable routines, calm responses to dysregulation, relational support, and a focus on helping pupils feel safe enough to learn — without blame or shame.
Smaller groups can reduce sensory and social overload, make communication clearer, and allow adults to respond early when a pupil is becoming overwhelmed. This often supports regulation, engagement and confidence, especially for pupils with SEND, SEMH needs, or trauma backgrounds.
There is an emerging evidence base suggesting equine-assisted approaches may support areas such as self-regulation, confidence, communication and relationships for some children and young people. The strength of evidence varies by programme and population, and it should be viewed as one possible part of a wider, structured educational approach — not a guaranteed solution.
A good setting will not force participation. Many programmes use phased, choice-led introductions, alternative activities, and supportive adults to help pupils build comfort at their own pace. For some children, being outdoors or having a trusted adult nearby may be the first step, before any direct contact with animals.
Safeguarding should include clear supervision ratios, staff training, risk assessments for activities, site rules, and careful matching of activities to a pupil's needs and readiness. Parents and professionals should expect transparent explanations of how safety is managed day-to-day.
Transitions are usually most successful when they are gradual and predictable. This can include short visits, meeting key adults first, a clear plan agreed with family and professionals, and flexible steps that prioritise emotional safety and routine before full-time timetables.
Realistic early outcomes often include improved routine, reduced distress, increased time on site, and stronger relationships with trusted adults. Longer-term outcomes may include improved engagement with learning and preparation for next steps. No school should promise guaranteed results or claim to diagnose or treat medical conditions.
If Your Child Is Out of School, You're Not Out of Options
Whether you need someone to listen, want to understand if we could help, or simply have questions — our team is here. No pressure, no jargon, just honest conversations about what might work for your child.
