How to Understand School Refusal

Abstract

Attending school is usually seen as a precondition for academic, social, and emotional learning. However, school absenteeism is a problem in many countries and covers different types of authorized or unauthorized absences and a myriad of reasons. An authorized absence is when there is a satisfactory explanation for the youth’s absence, while unauthorized absence is usually understood as school attendance problems (SAPs). The main aim of this article is first to investigate define, describe, and discuss school refusal (SR) and how SR differs from other concepts of SAPs, and the secondary aim is to understand SR using different theoretical perspectives. The article outlines this aim based upon a review of international research in this field and uses the systemic integrated cognitive approach and school alienation theories to explain how SR might emerge and develop. The review indicates that SAPs involve many types, concepts, definitions, and reasons. The most frequently used concepts are school refusal behavior, truancy, school refusal, and school withdrawal. Based on the review, the article argues for a common understanding of these concepts among all stakeholders. We suggest a narrow definition of SR to enhance clarity and agreement and propose that the systemic integrated cognitive approach and school alienation theory are relevant to the understanding of SR. A common understanding among all stakeholders is the importance of identifying and intervening in specific types of SAPs. By using a systemic integrated cognitive approach and school alienation theory, identification and interventions can be targeted at an early stage of the development process of SR.

Remote teaching and school refusal behavior – lessons learned from the COVID-19 pandemic

“…Studies show that a relationship with the teacher is one of the essential factors to prevent SRB (34). A safe learning environment with the teacher present is an essential resource.…”

“…Because of the social withdrawal, students miss their peer support and may feel isolated (36). School alienation in relation to prolonged absenteeism may be something to consider when it comes to social interaction with peers (34). One of the benefits of remote teaching is that students social interact with their peers (32).…”

“…One of the benefits of remote teaching is that the students remain in contact with their peers and continue to socialize (32). Understanding SRB and prolonged absenteeism in light of the “theory of school alienation” can be useful, as Havik et al (2021) suggested in their article. When a student has been absent for a prolonged period, this may lead to poor academic performance, learning difficulties, school disengagement and withdrawal from the educational system (34).…”

Remote Education/Homeschooling During the COVID-19 Pandemic, School Attendance Problems, and School Return–Teachers’ Experiences and Reflections

“…This might also influence the relations between teachers and students, which is important for the prospect of school return. It is important to support students' learning processes and to connect them to learning, peers, and school, which might be related to school alienation theory (Morinaj et al, 2020;Havik and Ingul, 2021b). According to this theory, students might be alienated from school in general or from specific aspects of school, leading to a process of increased distancing from different aspects of school (Morinaj et al, 2020) and increased attendance problems.…”

Does Homeschooling Fit Students With School Attendance Problems? Exploring Teachers’ Experiences During COVID-19

“…This is usually seen as SAPs. Many types of SAPs exist, such as truancy, school refusal, school reluctance, specific lesson absence, post registration absence, school withdrawal and school exclusion (e.g., Heyne et al, 2019;Havik and Ingul, 2021). Despite the numerous types, definitions and risk factors associated with SAPs, it is common that these students are absent from school.…”