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. In this article, we consider 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. We then outline priorities for developing new EBSA interventions and argue for a multi-component approach, which works across education, health and social care, and voluntary sectors to address the complex interplay between risk factors. Given the difficulties that families often face in obtaining timely support for EBSA, it is also essential that new interventions are accessible, resource-efficient and scalable. To this end, we specifically discuss the potential for contextually-sensitive, parent-focused interventions that can be delivered online with minimal synchronous support from a trained coach or facilitator.

中文翻译：

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完美风暴：在 COVID-19 大流行后的背景下，基于情感的逃避学校行为。


COVID-19 大流行后，学校缺勤率有所上升，与大流行前的水平相比，英格兰中小学的持续缺勤率仍然很高。这与基于情绪的逃避学校（EBSA）的上升趋势相吻合。具有重要生态或生物意义的海洋区域对儿童的教育程度、健康、社会功能和生活前景产生不利影响，因此需要在缺勤模式变得根深蒂固之前进行早期干预。在本文中，我们探讨了 COVID-19 大流行及其后遗症如何造成了一场“完美风暴”，扩大了已知的具有重要生态或生物意义的海洋区域的学校、家庭和儿童风险因素，同时减少了获得支持服务的机会。然后，我们概述了制定新的具有重要生态或生物意义的海洋区域干预措施的优先事项，并主张采取多成分方法，该方法涵盖教育、卫生和社会保健以及志愿部门，以解决风险因素之间复杂的相互作用。鉴于家庭在及时获得具有重要生态或生物意义的海洋区域支持方面经常面临困难，因此新的干预措施必须易于获取、资源高效且可扩展。为此，我们特别讨论了上下文敏感、以家长为中心的干预措施的潜力，这些干预措施可以在训练有素的教练或辅导员的最少同步支持下在线提供。