Emotionally-based school non-attendance (EBSNA) is believed to impact one to two percent of children and young people (CYP): it is understood to present as severe emotional upset at the prospect of attending school. The aim of this study was to further understand parental experiences of EBSNA to enhance professional understanding and support. Adopting a "solution-oriented", exploratory qualitative design, this phenomenological research gathered retrospective experiences of successful EBSNA support, aiming to uncover "what works" when supporting children and families experiencing this difficulty. Participants completed semi-structured interviews (n = 5), and transcripts were analysed using reflexive thematic analysis. Themes generated provided insights into different forms of support accessed by parents, identifying potential areas for improvement arising from their experiences of challenge and successes, as well as lessons learnt from the COVID-19 pandemic. The themes (Supporting Parents; Promoting CYP's Sense of Belonging; Including and Informing Parents; Raising Awareness of EBSNA; Accessing External Professionals; Lessons Learnt from Covid-19) are presented as a framework for professional practice (SPIRAL), which has practical implications for schools and local authorities in providing support to families experiencing EBSNA. Recommendations for practice and future research are discussed, informing developments across multiple systems, and highlighting the potential of the EP role.