It feels rare because nobody mentions it at the school gate. In a school of a thousand that is a dozen or more children needing active support at any one time, which is reason to ask for a proper system rather than a personal favour. It turns up in boys and girls in roughly equal numbers, and rather more in big schools and big cities.

The first half is for the shame: this is ordinary, and keeping it secret is its own kind of avoiding. The second half is so that nobody hears everyone gets anxious and decides your child needs nothing. Say them together, especially to relatives who mean well and to schools that have heard it all before.

It is tempting to wait for a good week, a settled mood, a morning that feels different. Waiting hands the decision to the anxiety, and the anxiety will never vote for going. Keep everyone pointed at the same plain endpoint, being in the building, and treat every other improvement as a welcome extra rather than a condition that has to come first.

Technical language falls out of your head at seven in the morning. A homely sentence survives, and it survives the argument too, because it is hard to be indignant at peas and carrots. Pick one reward that genuinely matters to this child, keep the rule to a single sentence, and resist adding clauses to it after a bad morning.

A parent who hears that their comfort has been part of the problem will either argue or quietly stop coming, and both of those cost the child far more than the mistake ever did. The sentence that works says this was well meant, that it made sense at the time, and that it has had an effect nobody wanted. After that you can talk about changing it, with the parent still in the room.