Reconnect Learning

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Reconnect Learning

Start a referral enquiry

Tell us what kind of support you’re exploring. We’ll contact you to discuss the next steps and arrange a secure way to share learner details.

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Home / Learning & support / EBSNA Support

EBSNA Support · UK-wide enquiries

Start with understanding.
Build from there.

An education-focused approach for learners experiencing emotionally based school non-attendance, with time to understand barriers and rebuild engagement.

Discuss a referral →Talk to our team
Young person exploring a sketchbook and creative materials during a calm introductory conversation with an educator
Illustrative introduction to a learning activity.

Who we can support

Support shaped around the learner’s experience.

For learners whose anxiety, distress or experiences of education are affecting attendance and participation.

Teenage learner discussing a book and notebook with a tutor during home tuition
Illustrative learning and support activity.

Picture the learning

How a session could unfold

A clear beginning, purposeful teaching and time to reflect. This example shows how the parts of a session can connect.

01

Make it predictable

Explain the welcome, the activity and the available support.

02

Listen

Find out what feels manageable and what the learner wants understood.

03

Try a small step

Use an achievable agreed activity to begin participation.

04

Review together

Reflect on the experience before deciding what to change next.

Illustrative sequence. Activities, pace and support are agreed around the individual learner.

What the learner will receive

Clear teaching.
Support with a purpose.

Education

Achievable learning activities that help the learner maintain or rebuild a connection with education, with curriculum priorities agreed around current readiness.

Support in the sessions

Predictable routines, relationship-building and carefully paced steps, informed by what the learner and trusted adults identify as helpful.

Qualifications and next steps

This is educational engagement support. Any subject qualification or onward placement is planned separately with the relevant setting and adults.

Making progress visible

Small steps.
Meaningful evidence.

Progress may begin with communicating what makes learning difficult or taking part in an agreed activity. Reviews consider what felt manageable and what support helped, before deciding the next step with the learner and trusted adults.

Shared understanding at reviewLearning evidence, participation and the learner’s own views help shape the next step. Reporting frequency and who receives updates are agreed before support begins.
  1. 01

    Connect

    Begin to communicate what makes learning difficult.

  2. 02

    Engage

    Take part in an achievable, agreed activity.

  3. 03

    Move forward

    Review a manageable next step with trusted adults.

Example learning goals. The individual plan sets the priorities and how progress will be reviewed.

Before you begin

A few things you may want to know.

What is agreed before support begins?

We discuss suitability, learning priorities, the delivery setting, timetable, fees, relevant access and support needs, and the responsibilities of the adults involved. Any qualification entry or external activity is confirmed separately.

Will the aim always be an immediate return to school?

The next step is agreed around the learner’s circumstances and education plan. We focus on suitable learning and sustainable engagement, with reintegration planning where appropriate.

Can we request policies first?

Yes. All policies are available on request through our policy request form.

Connected support

A programme can draw on more than one area of support. Explore relevant pathways, then discuss what is suitable.

Tell us about your young person.

Tell us about the support you are looking for.

Make a referral →