Emerging School Refusal: A School-Based Framework for Identifying Early Signs and Risk Factors

By Jo Magne Ingul, Trude Havik, D. Heyne. Cognitive and Behavioral Practice, 2019

127 citations recorded by the source corpus.

Abstract A student’s academic and social-emotional development is increasingly jeopardized with mounting absence from school. School refusal (SR) is one type of school attendance problem (SAP) that is often associated with absence from school. Once established, it can sometimes be difficult to treat. To prevent established SR and associated problems, indicators of emerging SR and risk for SR should be efficiently identified and acted upon. Risk factors are often discussed in relation to SAPs generally rather than considering risk for specific types of attendance problems. Based on literature review, this paper provides an account of the likely signs and risks for emerging SR. A school-based framework is provided to support school personnel and parents in working together to identify these signs and risks. Several challenges associated with the implementation of the framework are discussed.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4af143f420c0b8e82bad97c3e3148a18323184ca