Johnny fights with his parents many mornings before school. Sometimes he says he cannot go because he has a stomachache or sore throat, and sometimes he runs to the bathroom, locks the door and refuses to get out. He does not want to go to school.
School refusal can be challenging for parents and school staff. While a student’s occasional uneasiness regarding school is normal, it can become a significant problem if the student misses a great deal of school. School refusal is defined as a repeating pattern of school absences originated by the student which may involve missing full days and/or parts of a day without a legitimate reason.
There are many reasons a child may refuse to go to school, and the most common reasons are anxiety (such as speaking in front of others, relationships with peers, anxiety related to tests, or academic difficulties) and depression (such as lack of interest in school activities, moody with friends and school staff, and hard to comeback after a failure). Students may miss school to avoid something that causes anxiety or feelings of failure. Or a student may miss school because they do not feel safe at school. There can be long-term social and academic consequences to missing school, and school refusal needs to be address by parents and school staff, and in some cases community agencies and physicians, as soon as possible.
WARNING SIGNS INCLUDE:
- Frequent unexcused absences or lateness.
- Away on significant days (such as days of tests, speeches, or physical education class).
- Frequent request to call home or requests go home despite no clear signs of illness.
- Sleep difficulties, moody, irritable, difficulties concentrating.
- Resists getting out of bed to go to school despite no signs of illness.
KEY STRATEGIES FOR EDUCATORS: When teachers or parents suspect a student is refusing to go to school due to emotional reasons, a team approach that includes the family and school staff increases the probability of a successful solution.
- Review: A review of school records and attendance history. Questionnaires can be used to gain an understanding of the students’ emotional status. Achievement testing may be needed if the student is refusing to come to school because of academic difficulties.
- Interventions: The goal of the intervention is to increase the student’s school attendance and to help the child feel safe at school. Some options are:
- Mental Health Services: support with a mental health professional, such as a community or school counsellor, can help with coping strategies.
- Reentry plans: Addresses what steps will be taken when the student refuses to come to school, and it should be developed with the parents. The plan includes gradual, progressive steps, such as first getting ready for school at home but not coming to school, and the next step could be going to school but not go inside. Next, the student can enter the school and stay in the office or other place the student feels safe, and next step is to spend some time of the school day in their favorite class. It can take up to 1 to 3 weeks to reach the end goal of the student feeling comfortable at school and attending school every day.
- The student could identify school staff whom the student feels comfortable and safe with and could provide a safe harbor to go to when at school.
- When the student comes to school, welcome them and create an engaging, warm class. Give the student special jobs and praise the student for their work.
- Students that have missed a lot of school are likely worried about how much curriculum they have missed. Decrease anxiety by reducing work and provide support around academic difficulties.
KEY STRATEGIES FOR PARENTS: Parents play an important role with school staff and is part of the team of helping the child go back to school.
- It is important for parents to express concern their thoughts on the re-entry plan, discuss possible options that may work, agree to the plan and follow through with the agreed plan. At times parents are not able to follow the plan and need to express this to the school as soon as possible.
- Parents can help by setting up regular evening and morning routines before school and reinforce positive behaviors.
- Listen to the child’s concerns and worries, and avoiding dismissing their fears.
- Arrange playdates with classmates outside of school. Arrange a playdate or two with some of their school friends. Research shows that the presence friends in the classroom can improve children’s academic and emotional adjustment.
- Help the student get a good sleep. Continue with a ‘school sleep schedule’ even if the student is not going to school.
- In some instances, it is may help to talk to the child’s family doctor.
- Get involved in the school, such as after school programs, fundraising, and so on to demonstrate to your child the school is a safe place to be.
The material above includes information from the National Association of School Psychologists website and the Canadian Mental Health Association website.