A systematic review identifying factors associated with emotionally based school non-attendance in autistic children and young people

Abstract

Aim:Research suggests that autistic children and young people (CYP) are more likely to experience Emotionally Based School Non-Attendance (EBSNA) than their non-autistic peers. As such, this paper aims to explore factors associated with EBSNA behaviours in autistic children and CYPMethod:The paper takes the form of a systematic literature review, in which quantitative research was examined. Eight papers were found that researched factors associated with EBSNA in autistic CYP. These were critically appraised using Cardiff University’s SURE checklist prior to engaging in a narrative synthesis to critically review the findings.Findings:The literature synthesis identified overarching themes that grouped together potential factors associated with EBSNA in autistic CYP: child-based factors (age, social-emotional wellbeing and cognitive factors), family-based factors (parental mental wellbeing, parental employment and family illness) and school-based factors (bullying and transition).Limitations:There was methodological heterogeneity across the studies reviewed, and therefore meta statistical analyses were not performed. This impacts on our ability to make conclusions about the precise impact of the factors identified.Conclusions:A range of factors impact on autistic CYP EBSNA behaviours, and as such a holistic approach needs to be taken when providing support.