Emotionally based school non-attendance in a Scottish local authority context: a policy document analysis

Introduction: Emotionally based school non-attendance (EBSNA) contributes substantially to increasing rates of persistent and severe school absence. Recent evidence has linked extended school non-attendance to poorer psychosocial and educational outcomes, therefore tackling EBSNA has become an educational and public health priority. However, limited research has been conducted exploring EBSNA management within a Scottish context. Methods: Using a policy document and content analysis methodology, EBSNA-related guidance from all 32 Local Authorities (LAs) across Scotland was systematically mapped and analysed against a predetermined thematic framework. Results: Findings show that 68% had specific EBSNA guidance or resources available to school staff. However, the scope and comprehensiveness of this guidance varied. Four key themes across EBSNA guidance documents are outlined, including: language and conceptualisation of EBSNA; roles of key stakeholders; approaches to EBSNA management and support; and recording and data. Discussion: Mapping the landscape of EBSNA guidance provides an insight into current practice and findings have important implications for the future management of EBSNA across Scotland and beyond. However, further research is needed to explore school-level implementation. This is particularly important in the post-pandemic context, where known risk factors to EBSNA (e.g., poverty, anxiety) have been amplified alongside a decrease in service and resource accessibility.