Join us as Tiffany Westphal and Louise Rogers, co-directors of School Can’t Australia (SCA), share their views on why some students experience distress around school attendance.

Tiffany and Louise discuss how school attendance difficulties are often a protective nervous system response to chronic stress, especially for neurodivergent students.

This episode provides insights for school leaders, wellbeing staff and classroom teachers looking to better understand and engage with students and families impacted by attendance distress.

SCA was established in 2014, to provide lived experience advice and support for families whose children and young people are experiencing school attendance difficulties.

Key takeaways:

• Attendance distress is a stress response, not misbehaviour. Students may avoid school due to cumulative stress from significant and recurring life challenges which may include learning difficulties, family trauma, barriers due to disability, or experiences of not belonging. Responding with rewards or consequences is not always a solution for the root cause.
• Understanding the nervous system helps educators reframe behaviours. Fight, flight or shutdown behaviours—like meltdowns, avoidance or dissociation—are often signs of distress, not defiance. Supporting students means tuning in to their nervous system state, not just their outward behaviour.
• Curiosity and connection are key. Relational practice and tools such as visual prompts may help students identify and articulate key stressors and feel safe enough to share what’s difficult. Educators create more supportive environments by seeking to understand, listen, and work in partnership with families.

Show notes

• School Can’t Australia
• We’d love to hear your thoughts on this episode and any ideas you have for future topics. Get in touch with the Teach Podcast team at [email protected].

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