From fear to full time: Supporting a School-Avoidant Student with Autism and Anxiety
“He is now happy to go to school everyday with an optimistic mindset. He has the greatest support in and around his surroundings, and a sense of belonging that we never thought he would ever have. He really has grown and developed into such an amazing being. We are ever so proud.” – Parent reflection
“We were so grateful to have support in providing consistent messages to the child and their parent. When it comes to school avoidance, we struggle to provide the right support for parents and it was very helpful to have ‘reengagement specialist’ to give this support, it made all the difference to the success for *Sean.”
– Wellbeing Leader, Primary School
“Having a clear Transition plan with a detailed handover meeting gave us the chance to put in place the supports *Sean needed to be successful. We don’t always have this detail and it has certainly helped Sean have the best chance of success, particularly with follow up meetings too. Saved us a lot of work!”
– Wellbeing Leader, Secondary School
Student Profile
- Name: *Sean *pseudo name
- Year Level: 6
- Age: 13
- Diagnosis: ASD level 2 / Anxiety
- Intervention time: 25 hours
Initial Presentation and Concerns
Sean’s attendance had been part/time all throughout his time at Primary School varying from 1 day a week to 3 days a week and including half days. His anxiety had been slowly increasing year after year.
His Care Team consisted of an Occupational Therapist, Physiotherapist, Speech Therapist, play therapist and a Psychologist when needed.
Although the Care Team were sporadically in contact with the school, there was no alignment between their work and how the school were supporting Lucas in the classroom, hence his school reports showed minimal academic improvement.
Sean’s behaviour included anxiety beginning at home and showing signs of being “frightened” about going to school by shaking his body, saying “I am scared, I can’t go to school”.
Part of this was due to bad experiences from loud noises in the classroom, increasing struggle in making friends and connecting with other students, finding it too overwhelming to concentrate in class to be able to learn.
Even though Sean was allowed to have accommodations at school like earplugs, social stories, wellbeing office to hang out in, this wasn’t enough to motivate him to go school. It was like groundhog day every morning at home and becoming a huge challenge for the one parent who had stopped work to support Lucas to attend school.
Intervention Strategy
Phase 1: Stabilisation and Safety Planning (Weeks 1–3)
- Fully understand the situation, be curious, and work with the parent and the school through 1 hour consultations.
- Met with each of the Care Team members to hear about their current work with Sean and their professional opinion on what was holding him back from wanting to attend school.
Phase 2: Staggered Re-entry and Relational Repair (Weeks 4–10)
- Hosted a Care Team meeting with the school present too to align current work with Sean and his individual learning plan.
- Sean and his mother agreed on a consistent weekly attendance plan with adjustments that he was happy with.
- Met with the school key contact person to make sure they were supportive of the reengagement plan and then move forward to trial the plan for a fortnight, then meet with Can’t Face School person to review with them.
- Separately from the parent, worked with the school to review the plan from observations and then revise the plan fortnightly.
- Made adjustments in the evening and morning home routine to support the parent and Sean to leave the house and into the car safely.
Phase 3: Rebuilding Engagement and Independence (Weeks 11–18)
- With all school staff & parent consistency, Sean maintained a consistent attendance at school that moved to 3 full days / 2 half days (5 days).
- Can’t Face School specialist then collated this plan and revised it to be appropriate for a Secondary School setting, arranged a Transition meeting with Secondary School, presented this with the parent and Sean to ensure a smooth transition.
Outcomes
Over the course of 6 months, Sean moved from attending Primary School at about 30% attendance rate, to a consistent 80% attendance rate. Then, to a full time attendance rate at Secondary School.
This attendance was maintained when checked 6 months post intervention.