CPD Staff Training Teachers

Educators' Toolkit


This toolkit provides practical, trauma‑informed resources for teachers, SENCOs, pastoral staff, attendance leads, safeguarding teams, and school leaders responding to School Refusal.


1. SENCO Checklist – First Response

  • Log parental report of anxiety immediately
  • Review history of wellbeing and past incidents
  • Check for SEND concerns (SEMH, ASD, ADHD, trauma)
  • Arrange meeting with parent within 5–10 school days
  • Identify early reasonable adjustments
  • Ensure absence is coded as Illness (Code I)
  • Begin a graduated response (Assess–Plan–Do–Review)



2. Staff Briefing Sheet – Key Information for All Staff

  • School Refusal is driven by anxiety, not behaviour
  • Pressure increases symptoms
  • Never use physical prompting, guiding, lifting, or force
  • Use calm tone, predictable routines, and reassurance
  • Allow breaks, safe spaces, and reduced sensory demands
  • A trusted adult should act as the child's safe connection


3. Mental Health Safety Plan Template


To be completed with parent + SENCO + trusted adult

  • Triggers: ____________________________
  • Early warning signs: __________________
  • What helps calm the child: _____________
  • Safe space: ___________________________
  • Trusted adult: _________________________
  • Steps for staff during distress: _________


4. Reintegration Plan Template

  • Start with what the child can manage (even 5 minutes)
  • Gradual increase based on child’s readiness
  • Flexible timetable to reduce overwhelm
  • Build predictable routines
  • Daily wellbeing check‑ins
  • Weekly review with parent


5. Anxiety Profile Template

  • Main sources of anxiety: ________________
  • Situations that increase distress: ______
  • Situations the child can cope with: _____
  • What the child needs from adults: ______
  • Sensory sensitivities: _________________


6. Attendance Coding Guidance

  • Code I – Illness: Use for mental health‑related absence
  • Code C – Authorised absence: Parent‑led temporary arrangements
  • Do NOT use Code O for School Refusal (not a behaviour issue)
  • Code D/F: Use for part‑time timetables or off‑site education


7. Trauma‑Informed Practice – Do / Do Not

Do:

  • Prioritise emotional safety before attendance
  • Use co‑regulation
  • Keep language calm, slow, and predictable
  • Offer choices to reduce the feeling of threat
  • Listen closely to parent observations

Do Not:

  • Threaten sanctions or fines
  • Use physical prompting or persuasion
  • Force separation from parent during distress
  • Apply behaviour policies rigidly
  • Dismiss reported symptoms as avoidance


8. Quick Response Guide – SRSS Letters

  • Letter 1: Log & notify SENCO
  • Letter 3: Pause escalation
  • Letter 6: Contact LA for Section 19
  • Letter 11: Correct attendance coding
  • Letter 12: Investigate harmful practice
  • Letter 13: Stop physical prompting
  • Letter 14: Create Safety Plan