School absences have risen following the COVID-19 pandemic and persistent absenteeism remains high in primary and secondary schools in England compared with pre-pandemic levels. This coincides with an upward trend in emotionally based school avoidance (EBSA). EBSA adversely affects children’s educational attainment, health, social functioning and life prospects and warrants early intervention before a pattern of absenteeism becomes entrenched. This article considers how the COVID-19 pandemic and its sequelae have created a ‘perfect storm’ of conditions, amplifying known school, family and child-based risk factors for EBSA while simultaneously reducing access to support services.
