Abstract
Psychosocial Interventions for School Refusal with Primary and Secondary School Students: A Systematic Review
Highlights
School refusal is a psychosocial problem characterized by a student’s difficulty attending school and, in many cases, substantial absence from school (Heyne & Sauter, 2013)
The present review found relatively few rigorous studies of interventions for school refusal
Seven of the eight included studies assessed effects of a variant of cognitive behavioral therapy (CBT), there appears to be a lack of rigorous evidence of nonCBT interventions for school refusal
Summary
School refusal is a psychosocial problem characterized by a student’s difficulty attending school and, in many cases, substantial absence from school (Heyne & Sauter, 2013) It is often distinguished from truancy, in part because of the severe emotional distress associated with having to attend school and the absence of severe antisocial behavior. Students who exhibit school refusal typically display severe emotional distress associated with school attendance, which is not common among truanting youth (e.g., Bools et al, 1990; Egger et al, 2003). This review will adopt Berg and colleagues’ conceptualization of school refusal as a type of school attendance problem, which is different from truancy
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