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Every practice in the library, in one list. Narrow it by how long you have, who it is written for, and where you are right now.
Getting a child back through the gates is not the same as helping them. Ask what the school day is asking of them that they cannot face yet, and put your effort there.
Attendance is easy to count, which is why plans get built around it. A plan that only presses for attendance leaves the frightening thing exactly…
Most of these stories begin with one of four things: a change, a person, an assessment, or a loss. Working out which one tells you what the fear is really about.
A new school, a timetable that split them from their friends, someone who made the corridor unsafe, an exam, a long illness, a death at home, a…
Before choosing a method, work out what the avoiding is doing for the person. Two children keeping away from the same building can need opposite things.
A technique that sounds right is not the same as one aimed at whatever is holding the problem in place. Ask what the hours at home actually contain,…
With an older teenager the pull is often not fear at all. The day at home is better: sleep, screens, and friends who are also not going.
Anxiety work goes nowhere against this, because there is little anxiety left to work on. What changes it is the shape of the day, with the good…
There is more about worry and anxiety than the practices: the worry and anxiety area has the themes and the courses too.
Whoever is standing in the hall at half past seven needs to understand the trap as well as the child does. A plan agreed on a Tuesday afternoon will not survive a Wednesday morning otherwise.
In the moment it is happening, a parent is not weighing up what gets learned over a term. They are trying to end the distress in front of them, and…