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

Read more

Summary

Introduction

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

Objectives
Methods
Results
Discussion
Conclusion
Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call