Understanding Emotionally Based School Avoidance

What was the main reason Hannah sought a different educational approach for her son?

• He was not performing well academically.

• He was bullied by classmates.

• He was experiencing emotionally based school avoidance.

• He wanted to change schools for better sports facilities.

How did emotionally based school avoidance manifest in Hannah's son?

• He became more interested in extracurricular activities.

• He became more social and outgoing.

• He showed heightened emotions and disruptive behavior.

• He excelled in his studies.

What feeling did Hannah experience due to her son's school avoidance?

• A sense of community and support.

• A feeling of isolation and disconnection.

• A feeling of relief and relaxation.

• A sense of pride and accomplishment.

What was a key aspect of the PEIRS school's approach that helped Hannah's son?

• Strict discipline and punishment.

• Decoding behavior and understanding underlying issues.

• Offering a wide range of extracurricular activities.

• Focusing solely on academic performance.

How did the PEIRS school make Hannah and her son feel upon entering?

• Confused and uncertain.

• Judged and criticized.

• Safe and welcomed.

• Ignored and overlooked.

What is crucial for Hannah's son's successful transition back to mainstream education?

• Changing schools frequently.

• Focusing on academic achievements only.

• Having supportive staff who understand his needs.

• Ignoring past experiences at PEIRS school.

What role do trusted adults play in Hannah's son's transition back to mainstream school?

• They enforce strict rules and discipline.

• They provide a listening ear and understanding.

• They focus on academic tutoring.

• They organize extracurricular activities.

Why is it important for Hannah to communicate with school staff about her son's weekend experiences?

• To request a change in his class schedule.

• To arrange for more extracurricular activities.

• To ensure he gets extra homework.

• To help staff understand potential issues affecting his school day.

What can affect the outcome of a school day for Hannah's son?

• His preference for certain subjects.

• His choice of friends.

• His interest in sports.

• His obsession with a perceived injustice.

What is a potential consequence if Hannah's son does not have someone to talk to at school?

• He might develop new hobbies.

• He might excel academically.

• He could become more social.

• He may struggle to cope with school challenges.