Gradual entry refers to a plan where a student returns to school on a reduced or partial schedule, with the expectation that attendance will increase over time as the student adjusts. This approach is sometimes used when a child has been absent for a long period, is experiencing significant anxiety, or has recently faced a difficult transition or crisis at school. In practice, gradual entry may involve shortened school days, limited class participation, or attending only certain activities while supports are put in place. When used appropriately, it can help a student rebuild tolerance for the school environment in a manageable way. However, concerns arise when gradual entry becomes indefinite or when it is used instead of addressing the underlying conditions that made school difficult in the first place. Without clear goals, timelines, and meaningful supports, gradual entry can result in prolonged partial access to education rather than a pathway back to full participation.