This module follows a graded-exposure approach (building tolerance through small, manageable steps rather than avoiding the trigger) informed by cognitive behavioural therapy and the DfE's statutory guidance Working together to improve school attendance, which addresses emotionally based school avoidance directly and emphasises small, achievable steps over forcing full attendance immediately. It also reflects the DfE's Mental health and behaviour in schools advice on recognising anxiety-driven behaviour, and is designed to run alongside close work with pastoral and SENCO staff. Supporting a pupil back into regular attendance also contributes to the attendance evidence considered under Ofsted's attendance and behaviour evaluation area.
Objective: Pupil can explain, in simple terms, what anxiety is and why the body reacts this way.
Check-in: 1. Keep this slow. An anxious pupil needs to feel safe before they will say anything real. 2. Start with something they choose to talk about, not something you need to know. 3. Say how long the session will last and what happens in it — uncertainty is itself a trigger. 4. Do not ask about school avoidance yet. 5. Say what happens to what they tell you: you keep notes, and the plan at the end goes to staff they agree to. If something worries you about their safety you have to pass it on, and you would tell them who to.
Input: 1. Explain anxiety as the body's alarm system doing its job at the wrong moment. 2. Ask: 'have you ever panicked about losing your phone, then found it in your pocket?' 3. Say clearly that the feeling is real even when the danger is not. 4. Say you will take a worry reading in a moment, and that it is the baseline you will compare against in week five.
Activity: 1. Show the worry thermometer and ask: 'where are you on this right now?' 2. Ask: 'what would a one feel like for you, and what would a ten feel like?' 3. Ask: 'which bit of the school day puts you highest up?' 4. Note their words in the box below — use the same ones in later sessions.
Reflect: 1. Ask: 'is there anything that makes the worry feel a bit smaller?' 2. If nothing comes, ask: 'when in the day is it quietest?' That counts too.
Watch for: This session should feel validating, not diagnostic, avoid over-questioning if the pupil seems overwhelmed.
Parent/carer take-home: Ask what number the worry is on today, using their thermometer language, rather than 'are you okay?'.
You're seeing week 1 in full. The remaining 5 sessions, along with the printable resource packs, are available once you have an account.
Schools can start a free three-week pilot with up to 3 mentor seats and 10 pupils. No card required.