The number of students skipping school due to emotional distress—termed emotionally-based school avoidance (EBSA)—has soared in recent years, raising alarms among educators, healthcare professionals, and parents worldwide. Recent research from the UK highlights a five-fold increase in children missing more than half of their school days over the past decade, with experts pointing to the lingering repercussions of the Covid-19 pandemic as a key factor driving this concerning trend (BBC News).
Emotionally-based school avoidance is not a new phenomenon, but growing awareness and a shift away from the stigmatizing label of “school refusal” have sharpened focus on the underlying causes behind students’ absence. EBSA refers to a pattern where children and adolescents regularly miss school or are unable to attend altogether, not due to truancy or a lack of will, but because of overwhelming anxiety, depression, or other forms of emotional or physical distress. Far from being an act of simple disobedience, EBSA is often described as the student feeling “I can’t” rather than “I won’t”—a distinction that is crucial in both understanding and addressing the issue (British Medical Journal).
The implications for Thai families and educators are particularly significant given similar social and educational pressures experienced in Thailand. As in many countries, Thai students face intense academic expectations, concerns about bullying, changes in social environments, and challenges adapting to post-pandemic schooling. The emotional climate at home—including family mental health and socioeconomic stressors—further amplifies vulnerability to EBSA.
Recent research suggests that emotionally-based school avoidance often co-occurs with anxiety and mood disorders, though it is not a psychiatric diagnosis on its own (PubMed). According to the British Medical Journal, EBSA affects 1% to 5% of students in England, a figure echoed in similar overseas studies. Crucially, this issue appears to be worsening: attendance rates have plummeted since the COVID-19 pandemic, and persistent absenteeism remains high even as schools have reopened (Frontiers in Psychiatry).
Educators and mental health experts point to a constellation of factors behind EBSA: experiences of bullying, overwhelming academic pressure, difficulties navigating large classrooms, family complications, and low self-confidence frequently intersect. The result is often a “vicious circle” where absence leads to social isolation, increasing anxiety, and deteriorating academic performance. Data shows only half of students with attendance below 90% meet expected standards in core subjects such as reading, writing, and mathematics, compared with over 70% among students who attend more than 99% of the time (BBC News).
In interviews, a consultant child and adolescent psychotherapist explained, “The natural state for any child is to be curious, social, and eager to learn. But that can only happen if a student feels safe, supported, and connected with their peers.” The expert noted that many children whose needs aren’t met in the mainstream classroom may see school avoidance as their only escape from overwhelming distress, rather than a calculated rejection of learning.
The impact extends beyond academic performance. Students with EBSA are more likely to experience depression, develop fewer peer relationships, and—if patterns persist—face poorer employment prospects in adulthood. Early intervention is therefore seen as critical. Overseas, schools and charities have pioneered small, structured therapeutic groups and creative art sessions to rebuild students’ confidence and sense of belonging—an approach that could be adapted to the Thai context within both public and private education sectors (BBC News).
Parental distress is another major concern. British studies reveal that parents of children affected by EBSA often feel “shamed and blamed” by schools and society (PubMed). Mental health resources such as BBC Bitesize, the Anna Freud Centre, and YoungMinds have developed practical tools for parents, including guides, support groups, and online workshops to help families navigate the complex emotional terrain of school avoidance.
While robust data on EBSA in the Thai context are still emerging, anecdotal evidence and related studies underscore the increasing mental health challenges encountered by Thai youth. A 2021 report by Thailand’s Ministry of Education and the Department of Mental Health noted a sharp rise in reports of anxiety, depression, and behavioral withdrawal among students during and after the pandemic. The shift to online learning, extended school closures, and limited access to support networks contributed to feelings of isolation and heightened stress—conditions ripe for EBSA to develop (UNICEF Thailand, Bangkok Post).
Thai culture places high value on educational achievement, with families’ aspirations often resting heavily on children’s academic success. But societal pressures can exacerbate the sense of failure and shame associated with perceived underperformance or school absence—sometimes leading families to hide EBSA or seek unproven remedies. Buddhist values such as compassion and interdependence, however, also offer a rich framework for understanding and supporting children who struggle with school-related distress. Community-based interventions, involving school personnel, families, and health professionals, may be particularly effective in the Thai context, where relationships and collective support are central.
Looking ahead, experts urge a “whole school approach” involving awareness-raising, early detection, and comprehensive support combining teachers, caregivers, and healthcare providers. International evidence points to the success of parent-focused online programs and the integration of mental health education into core curricula (BMJ Mental Health). Professional development for Thai teachers and school counselors is also crucial—helping school staff differentiate between willful absenteeism and EBSA rooted in emotional distress.
Successful case studies, including small-group therapeutic activities and art-based projects in British primary schools, provide blueprints for creative, low-cost interventions that can be locally adapted. Such projects emphasize building social connections, self-confidence, and a nurturing peer environment—all critical to breaking the cycle of avoidance.
For Thai parents concerned about emotionally-based school avoidance, practical steps include open and non-judgmental communication with children, early engagement with teachers and guidance counselors, and consulting trained mental health professionals when school-related anxiety first emerges. Nationwide, stakeholders should redouble efforts to destigmatize school avoidance and mental health challenges, recognizing EBSA as a reflection of unmet needs rather than parental failure or child misbehavior.
In summary, the post-pandemic surge in emotionally-based school avoidance is a pressing issue for educators, families, and policymakers in Thailand and beyond. The consequences of inaction are profound, touching on academic achievement, mental health, and society’s ability to nurture the next generation. Timely responses—rooted in compassion, collaboration, and evidence-based practice—can help Thailand create supportive environments where every student feels safe, valued, and ready to learn.
For more information, parents and teachers are encouraged to consult free resources from organizations such as UNICEF Thailand, the Department of Mental Health, and local NGOs, and to participate in workshops and seminars on student wellbeing. Building a culture that recognizes, responds to, and supports emotionally-vulnerable students will ensure that Thailand’s educational future is both resilient and inclusive.
Sources:
- BBC News: Emotionally-based school avoidance: What is it and what is the impact?
- BMJ Mental Health: Perfect storm: emotionally based school avoidance in the post-COVID-19 pandemic context
- PubMed: Intervention for school anxiety and absenteeism in children (ISAAC)
- Frontiers in Psychiatry: Addressing emotionally based school avoidance
- UNICEF Thailand: Thailand education in Covid-19
- Bangkok Post: Mental health of Thai students under spotlight