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Aim: This research aims to explore the implementation of whole school guidance for Emotionally Based School Non-Attendance (EBSN). Method/Rationale: School attendance is an area of increasing concern and many local authorities have produced guidance to support schools and others in their practice. How such guidance is implemented is likely to have a key influence on improving outcomes however, available implementation frameworks tend to focus on time-limited, specific universal or group programmes with little guidance on the implementation of more complex multi-component whole school approaches. Action research within a mainstream secondary school in the Northwest of England was used to explore the implementation of EBSN guidance through the following research question: What do school staff perceive as key factors (facilitators and barriers) influencing implementation of EBSN guidance in their school context? Findings: Key factors identified as influencing implementation in the school context were leadership and compatibility of practice and expectations; staff knowledge, perceptions and attitudes; and resources. These themes require communication, cohesion and consistency, and they sit within the current context and its internal and external systems, including parents and the community. Limitations: Initial stages of implementation are explored but timescales did not allow for exploration of how implementation of the guidance would be sustained. Conclusions: Key reflections are explored, and findings are used to further delineate a recently developed framework relating to facilitators and barriers to implementing whole school approaches. Implications for practice and future research are outlined.
Ward et al. (Wed,) studied this question.