Example only
Ellie's EBSA Support Plan
Ellie is a fictional child, aged 11, in Year 7. This is a complete support plan generated from an example set of answers so you can see the shape of what you get. Your own plan will use your child's name and your own words.
The big picture
School appears to be taking considerably more energy than is visible during the school day. You described a relatively settled presentation in school alongside significant distress or exhaustion outside it. Taken together this points most towards anxiety led, though these pathways overlap and one can create or intensify another. These are patterns in what you have described, not a diagnosis, and every one of them can be opened up to see exactly which answers it came from.
There appears to be a difference between how your child presents during school and the impact seen outside school. It may be useful to explore what effort is required to maintain that presentation.
Your child can access some days or lessons but not others. This usually points to specific demands rather than a general unwillingness to attend.
What seems to be driving this
Tap any theme to see what it came from.
Your strongest patterns
Anxiety led
Very prominent
Worry, fear and anticipation appear to be shaping how school feels. Anxiety is often a response to another unmet need rather than the root cause.
Capacity and overload
Strongly present
School may be taking more energy than is visible during the day. A child who appears settled in school is not always able to sustain it.
Relational and safety factors
Some indication
Previous experiences, relationships or a sense of safety may be contributing to how school currently feels.
These are patterns, not diagnoses. Children often experience more than one pathway at the same time.
Hardest points
When it is hardest
- The morning transition
- Unexpected timetable changes
- Physical symptoms before school
- Arrival at the school gate
What appears to help
Already working
- A quiet, predictable arrival
- Being met by a familiar adult
- Knowing the plan in advance
- Time with a trusted adult
What may be adding pressure
From what you have told us
- Your answers suggest that increased pressure around attendance may currently be adding to morning distress.
- Homework appears to be landing at the point in the day when capacity is already used up.
Worth reconsidering
What you told us had already been tried
These are approaches your information suggests may need to be changed rather than repeated in exactly the same way. Nothing here is a criticism.
Repeating reward chart or incentives in the same form
Worth changing rather than repeating in the same way
Framing progress purely as attendance
Worth changing rather than repeating in the same way
Things school could explore
Every suggestion is tied to something you told us, so you can explain why you are asking.
A quiet, predictable arrival
Agree a consistent arrival time, entrance and first point of contact, away from the busiest part of the day.
A safe base to use before overload
Identify a low-stimulation space your child can use proactively, not only after distress becomes visible.
A non-verbal way to say 'this is too much'
Agree a card, signal or phrase that requires no explanation in the moment and is always honoured.
Ready to build your own support plan?
Start with the free snapshot if you want a feel for it, or create an account to build the full support plan and keep it as things change.