Abstract
School refusal behavior (SRB), missing school due to truancy, school phobia, or anxiety, occurs in approximately 5–35% of students and often presents considerable challenges for educators, parents, and caregivers (Haight, Kearney, Hendron, & Schafer, 2011; Kearney, Lemos, & Silverman, 2004; Kearney, 2008b). Specifically, SRB is associated with school dropout, social dysfunction, low academic achievement, family conflict, poverty, employment difficulties, psychopathology, suicide attempts, and substance abuse. Not surprisingly, the majority students (56.7%) with SRB also have comorbid conditions such as anxiety disorders, mood disorders, enuresis, and posttraumatic stress disorder. A smaller percentage (4.2%) experience conduct disorder and attention deficit/hyperactivity disorder (Kearney, 2006).
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