The perspectives of Educational Psychologists (EPs): What influences the reintegration process for autistic students who have previously experienced Emotionally Based School Non-Attendance (EBSNA)?

EBSNA is a term used to describe a phenomena whereby a Child or Young Person (CYP) experiences difficulties in attending school, due to emotional factors (West Sussex Educational Psychology Service (WSEPS), 2022). The DfE highlighted high levels of student absence within England. Absence rates were particularly high within specialist settings and for autistic students (DfE, 2024; Munkhaugen et al., 2017). Unsurprisingly, EBSNA has a negative impact on CYP, families and schools (DfE, 2012). Therefore, it is pivotal to explore ways to support students’ reintegration. Previous literature highlighted that EPs’ involvement was useful within the reintegration process following periods of EBSNA (Corcoran et al., 2022; Sawyer, 2022). Therefore, the present research study aimed to explore EPs’ perspectives about what influences the reintegration process for autistic students by addressing the following research question: What influences the reintegration process for autistic students who have previously experienced Emotionally Based School Non-Attendance (EBSNA), from an Educational Psychologist (EP) perspective? Semi-structured interviews were conducted with six EPs who had experience supporting autistic students to reintegrate following a period of EBSNA. These interviews were then analysed using Reflexive Thematic Analysis (RTA) (Braun & Clarke, 2022). The analysis identified four main themes, ‘Relationships are the cornerstone’, “We're all on the same page…”, ‘Taking a needs led approach’ and ‘Challenging the status quo’. This research provides valuable insight into the key aspects to consider during the reintegration process for autistic students following a period of EBSNA from an EP perspective, and further highlights the unique contribution of the EP. It is hoped that this study provides further guidance for EPs, school professionals and other colleagues when supporting autistic or neurotypical students who are embarking on the journey of reintegration. This study also shines a light on the comprehensive, distinctive, magnificent and often underutilised role of the EP.