"It was like a weird, paralysing thing": Understanding the development and consequences of emotionally based school non-attendance (EBSNA) through young people's and parents' experiences.

Emotionally based school non-attendance (EBSNA) in 11–17-year-olds develops gradually through interactions between individual needs and school environments, undermining psychological safety and belonging.

• Why it matters: EBSNA is an increasing concern, but research has not sufficiently integrated young people’s and parents’ perspectives to explain how attendance difficulties develop and affect families.
• What they did: This qualitative study interviewed 20 parents and 16 young people aged 11–17 with EBSNA, using in-depth semi-structured interviews and Framework Method analysis with multiple researchers.
• The result: EBSNA progressed from unmet needs, bullying, punitive practices, and difficulty trusting relationships—especially around secondary transition—into psychological and physical impossibility, with lost confidence, disrupted friendships, and family isolation, wellbeing decline, relationship strain, and financial pressures.