Professionals’ understanding of EBSA: Exploring barriers and facilitators to collaborative multi-agency practice

Turner, Amy 2025. Professionals’ understanding of EBSA: Exploring barriers and facilitators to collaborative multi-agency practice. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

Emotionally based school avoidance (EBSA) is when a child or young person (CYP) finds it difficult to attend school due to underlying emotional needs. EBSA has been found to be a complex and multi-faceted need that can be influenced by many levels of the CYP’s system and environment. Therefore, there may often be several professionals supporting the CYP over an extended period. The current research aimed to explore if there were inconsistencies in how professionals define and label EBSA, and how this may impact identification and support. Additionally, the research explored the potential barriers and facilitators to multi-agency collaboration to support EBSA. Five semi-structured interviews were conducted with professionals from one local authority (LA) in Wales. Data was analysed using reflexive thematic analysis (RTA) and four over-arching themes were developed. Professionals discussed areas such as the language used to discuss EBSA, working as a team, ensuring the CYP was at the centre of the work, and the barriers and facilitators to working together. These findings provided information on the complexity of EBSA and how professionals could work together to ensure positive outcomes, as well as what barriers they may face during their work in this area.

Item Type:	Thesis (DEdPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Psychology
Date of First Compliant Deposit:	1 September 2025
Last Modified:	03 Sep 2025 13:42
URI:	https://orca.cardiff.ac.uk/id/eprint/180760

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