This module follows a graded-exposure approach informed by cognitive behavioural therapy and the DfE's statutory guidance Working together to improve school attendance, which addresses emotionally based school avoidance directly and emphasises small, achievable steps over forcing full attendance immediately. It also reflects the DfE's Mental health and behaviour in schools advice on recognising anxiety-driven behaviour, and is designed to run alongside close work with pastoral and SENCO staff. Supporting a pupil back into regular attendance also contributes to the attendance evidence considered under Ofsted's behaviour and attitudes judgement.
Objective: Pupil can explain, in simple terms, what anxiety is and why the body reacts this way.
Check-in: Gentle, low-pressure rapport building, anxious pupils often need extra safety before disclosure.
Input: Psychoeducation on anxiety: the body's alarm system reacting to perceived threat, even when there's no real danger, and why this can happen at school.
Activity: Use a simple diagram, such as a worry thermometer, to help the pupil describe how anxiety feels at school.
Reflect: What's one thing that makes your worry feel a bit smaller?
Watch for: This session should feel validating, not diagnostic, avoid over-questioning if the pupil seems overwhelmed.
Parent/carer take-home: Ask what number the worry is on today, using the pupil's thermometer language, rather than 'are you okay?'
Objective: Pupil and mentor have identified specific situations that are avoided, ranked by difficulty.
Check-in: Worry thermometer check-in.
Input: Explain that avoidance feels like relief short-term but keeps anxiety high long-term, the aim isn't to remove all worry, but to build tolerance gradually.
Activity: Build an avoidance ladder together, list specific school situations from least to most anxiety-provoking, such as entering the building, a specific lesson, or the lunch hall.
Reflect: Which is the smallest, most achievable step on the ladder?
Watch for: Involve parents or carers and the SENCO in building this ladder where possible, plans work best with a joined-up home-school approach.
Parent/carer take-home: Look at the avoidance ladder together if the pupil is happy to share it, and ask which step feels smallest.
Objective: Pupil has agreed and attempted the first, smallest step on the avoidance ladder.
Check-in: Review the ladder and any attempts so far.
Input: Reinforce that success is defined as attempting the step, regardless of how it feels, not needing to feel calm before trying.
Activity: Plan the practical details of the first step, such as who will support it and what time, and rehearse it if useful, for example by walking the route to the room.
Reflect: What support would make this step feel more possible?
Watch for: If even the smallest step feels impossible, break it down further, the ladder can always be made gentler.
Parent/carer take-home: Support the agreed first step this week, just showing up counts as success, however it feels.
Objective: Pupil can use at least one grounding technique before or during an anxious moment at school.
Check-in: Review progress on the ladder step.
Input: Teach one or two simple grounding or relaxation techniques suited to a busy school environment, such as slow breathing or grounding through the senses.
Activity: Practise the technique together, then plan exactly when and where the pupil could use it during a real school day.
Reflect: Where in the school day would this technique be most useful?
Watch for: Some pupils benefit from a discreet, non-stigmatising version, such as a fidget object, rather than an obvious technique.
Parent/carer take-home: Practise the grounding technique together at home so it's familiar before a harder morning.
Objective: Pupil has a written, realistic plan for the next steps on the avoidance ladder, shared with pastoral staff and family.
Check-in: Review progress against the Week 1 worry thermometer baseline.
Input: Recap the course: understanding anxiety, the ladder, small steps, and calming strategies.
Activity: Agree the next two or three steps on the ladder with realistic timeframes, and write up a simple plan to share with the SENCO, pastoral lead and family.
Reflect: What's the one thing that's helped most so far?
Watch for: This type of plan needs regular review, weekly or fortnightly, rather than a single course, build in a clear next check-in date.
Parent/carer take-home: Read the plan together and ask what would help most from you specifically.