Many children and young people will express a reluctance to go to school at different times during their education.

For approximately 0.4 – 5.4% of school aged children this can lead to school refusal. There is no single “cause” for school refusal and the reasons for school refusal vary from child to child. Early intervention and a collaborative approach between families and schools, can reduce the long-term impact on children and young people.

What is School Refusal?

Not all school attendance issues are due to school refusal. There are three main types of school attendance concerns: school refusal/reluctance, school withdrawal and truancy.

School refusal or reluctance is when a child is refusing to attend school in conjunction with emotional distress, is not trying to hide their absence and does not display antisocial behavior. In these cases, parents have made reasonable efforts to get their child to school.

School withdrawal is an absence from school (either due to late arrivals, missing whole school days, weeks or months), however there is limited effort by parents to get the child to school or to keep their child at school.

Truancy is when the child is absent from school for the whole or part of the day and the absence occurs without permission and the child typically tries to conceal the absence from their parents. 

School refusal/reluctance can have a number of different functions.  One function of school refusal is avoidance – the symptoms of anxiety are likely driving this type of school refusal. Another function can be escapism – the child may be having difficulties with peers or challenges with their social skills. A third function can be connection seeking – preferring to stay home with Mum or Dad or worrying about a parent when they are at school. A fourth function can be “something else”. With this function the school refusal commences for one reason (for example avoidance and escapism) and then it evolves into other reasons. 

Research suggests that there are peak years in which school refusal raises its head. These are between the ages of 5-7 years, 10-11 years and then again around 14 years. These coincide with when children are starting primary and secondary school and periods of transition. 

How School Refusal Impacts Children & Parents

School refusal can profoundly affect not just the child but the parents and the whole family system. There are so many steps required in getting ready for school that sometimes you don’t even consider until your child begins to struggle to attend school. Waking the child, getting them out of bed, having them have breakfast, putting on each part of their school uniform, shoes and socks and basic self-care like getting them to brush their teeth and hair. Then add in the struggle of getting them into the car and sometimes staying in the car!  No wonder this has such an impact on parents and families.

As a parent this can be emotionally draining and challenging as they navigate their child’s needs, while managing their own frustrations and concerns.  It can impact on them as they may be late for work and be struggling with the impact on their own emotional health after managing the situation.

Signs of School Refusal

 School refusal behaviour may be characterised by some of the following:

• Tearfulness, tantrums or clinginess either before school or upon arriving at school or repeated pleas/requests to go home when at school
• Struggling to get out of bed, not enough sleep or too much sleep
• Frequent complaints of illness either before school or during school such as stomach aches, headaches, dizziness or fatigue (this can also occur the evening before in anticipation of school the following day).
• Regular non-attendance after weekends, school holidays, school camps or sports days
• Withdrawal or social isolation in school
• Long periods spent out of the class in the sick bay or principal’s office or dawdling between classes

Understanding the Reasons for School Refusal

There is no single cause for school refusal however triggers for school refusal may include bullying, peer conflict, family conflict or separation, academic/ learning difficulties, changing schools or moving houses, an embarrassing incident, academic or social performance, anxiety, task avoidance or having time off school due to holidays or illness (either physical or mental health).  

Interestingly, Mondays are the worst for school refusal closely followed by Fridays and around public holidays. We also see the end of term fade in school attendance.

For some children who are experiencing school refusal one of the challenges is the lure of gaming.  Gaming can meet the psychological needs of our children of connection (catching up with their friends), confidence (getting better and better each time they play) and control (they choose what they do). These factors make it difficult for children to return to school. 

Managing & Overcoming School Refusal

Engaging with school staff early can make a significant difference. Families are encouraged to speak to their school’s wellbeing or leadership team early to help lessen the impact of school refusal/reluctance as early intervention is key to reducing the impact of school refusal.  Having a collaborative approach between home and school is an important factor in success of students returning to full school attendance.

25% of young people will return to school successfully with family and school support without the need for external assistance. For the other students more specialised external support may be required in collaboration with the student, their family and the school. The long-term outcomes of school refusal include social isolation, unemployment and increased risk of ongoing internalising mental health problems in adulthood.

Options for external support include the family GP, Private Psychologist and agencies such as Headspace (if the student is over 12 years) or via a GP referral to Child and Youth Mental Health Service (if the student is between 0-18 years). Other useful supports are Family and Child Connect (www.qld.gov.au/community/caring-child/family-child-connect), Parent Line (www.parentline.com.au or 1300 30 1300) or Raising Children Network (www.raisingchidren.net.au) 

At Home Strategies

In the home environment, really listening to your child’s concerns and fear about going to school can assist with your child feeling heard and helps with understanding what the function of the school reluctance/school refusal is. If your child continues to state that they feel “sick” then checking with your family GP is important.

Being firm and kind in getting your child to school regularly on time can help your child. Having a clear routine in the morning that reduces the amount of stress and worry can be beneficial. Being organised for the school morning can significantly reduce the stress on both yourself and your child. You can be calmer in managing the behaviour rather than trying to find the lost shoe! Praise your child’s positive behaviours no matter how small they seem as this can reinforce success.

If you can better understand the function of the school refusal for your child, this will assist in which strategies will be most effective. If your child is anxious then maybe allowing your child to watch their favourite YouTube clip on the way to school can be both a reward for getting ready for school but also a distraction and help lower the anxiety levels for the child during the car ride. 

School Strategies

Having school staff have a curious approach, noticing and acting when a student is absent from school for two days or more in a two-week period is important in reducing school refusal.

There are several key strategies that schools can do to support positive school attendance. Ensuring that the school has a welcoming and engaging environment to ensure students feel connected to their school and their teachers is one of these strategies. Connections and relationships with students and their families are key in the early intervention of school refusal/school reluctance challenges. 

Showing empathy when students are expressing concerns or experience difficulties and encouraging a safe place for where students can go when they are feeling stressed and overwhelmed also assist with providing a supportive culture.

When it is identified that the student is having school reluctance or refusal challenges, it is important to work with the student and their family to have a better understanding of what is the function of the school refusal. This will assist greatly in having the child return to school. Having a clear return to school support plan which assists with alleviating the challenges for the child at school is essential.